早期接触临床对医学生综合能力及职业认知提升效果评价

Effect of early involvement in clinical practice in improving comprehensive abilities and occupational cognition in medical students

目的探讨早期接触临床对提高医学生综合能力及强化职业认知的作用。方法选择本校2014级儿科专业五年制学生,其中在大二结束的暑假开展早期接触临床教学活动的学生为实验组(78名),未参加的学生为对照组(81名)。在活动结束后,对参加教学活动的学生进行问卷调查。同时对该年级学生小儿外科学理论课成绩及临床实习表现进行统计分析。结果超过90%的学生对早期接触临床教学活动满意,认为该活动有助于提高医学生的临床思维、强化职业认知、增强学习兴趣、提高沟通技能、促进基础与临床知识相结合。同时,后期追踪分析发现,早期接触临床活动可以提高学生理论课考试成绩,实验组学生临床工作熟练度、临床思维、动手能力及医患沟通能力均优于对照组。结论在医学生中开展早期接触临床活动,能够提高学生的综合能力,有利于培养医学生的临床思维能力及医患沟通能力,强化职业认知,为医学教育培养高素质人才奠定良好基础。

Objective To investigate the effect of early involvement in clinical practice in improving comprehensive abilities of medical students and strengthening their occupational cognition. Methods The students in the 5-year class of 2014 of pediatrics in our university were enrolled as subjects, among whom 78 students who received early involvement in clinical practice and teaching were enrolled as experimental group and 81 students who did not receive such teaching were enrolled as control group. A questionnaire survey was performed for the students participating in the teaching, including basic information, pre-training quality evaluation, development of personal knowledge and abilities, and comments or suggestions. The two groups were compared in terms of the score of the theoretical course of pediatric surgery, so as to explore whether "early involvement in clinical practice" could improve the theoretical study of students. Finally, the performance of students in clinical practice was evaluated and compared between the two groups to assess the role of "early involvement in clinical practice" in improving comprehensive abilities and occupational cognition. Results More than 90% of the students were satisfied with early involvement in clinical practice and they thought this activity helped them to improve clinical thinking, strengthen occupational cognition, enhance learning interests, improve communication skills, and promote the combination of basic and clinical knowledge. In addition, the follow-up analysis found that compared with the control group, the experimental group had a significantly higher average score [(74.59±0.50) vs.(68.89±0.67)] and a significantly higher proportion of students with a score of >70, and no students failed. As for the score of clinical practice, the experimental group had significantly better clinical work proficiency, clinical thinking, operational ability, and doctor-patient communication ability than the control group. Conclusion Early involvement in clinical practice among medical students can improve their comprehensive abilities and help to cultivate clinical thinking and doctor-patient communication skills and strengthen their occupational cognition, which lays a good foundation for cultivating high-quality talents through medical education.