心理干预在外科手术学教学中的应用

Application of psychological intervention in the teaching of operative surgery

目的探讨心理干预在外科手术学教学中的应用及效果。方法选择遵义医学院珠海校区2009级临床医学专业本科学生200名，随机分为观察组和对照组，每组各100人。两组学生的手术学教学课时、教学内容和课堂教学环节等完全一致，同时针对观察组学生在课前和课后进行有针对性的专业心理辅导。对两组学生手术学学习效果进行测评，并采用症状自评量表SCL-90以问卷形式对两组学生进行评估。采用SPSS软件对两组学生测评成绩及问卷调查数据分别行x2检验、秩和检验。结果观察组学生的手术学综合测评平均成绩高于对照组[（82．21±6．05）VS．（76．29±6．83）]，差异有统计学意义（t=6．49，P=0．000）。问卷结果显示，观察组学生的SCL-90总评分较低，与对照组比较，差异有统计学意义（Z=-3．6254，P=0．000）。结论在手术学教学中引入心理干预，可有效提高手术学教学质量；应将心理干预措施融入到具体的教学实践环节。

Objective To investigate the teaching effectiveness of pyschological intervention in the teaching of operative surgery. Methods A total of 200 undergraduates were selected among grade 2009 clinical medical majors in Zhuhai Campus of Zunyi Medical College and were randomly divided into observation group and control group, with 100 medical students in each group. The teaching contents, class hour arrangement and teaching link of operative surgery teaching were the same in two groups. The students of observation group were conducted by professional counseling in class and after class. The learning effects of two groups were evaluated and the SCL-90 questionnaire scores of two groups were analyzed and compared. Results of evaluation test and questionnaire were processed and analyzed by SPSS based on Chi square test and Rank sun test. P〈0.05 signifies statistical difference. Results Scores of comprehensive operating examination in observation group were obvi- ously higher than that in control group [（82.21 ± 6.05） vs.（76.29 ± 6.83）]（t=6.49, P=0.000）. SCL-90 scores were significantly lower in observation group than in control group （Z=-3.6254, P=0.000）. Conclusions Application of psychological intervention can improve the teaching quality of operative surgery. Psychological intervention should be integrated into the teaching of operative surgery.