导师制-加强与学生情感交流在妇产科教学中的探索

Mentoring scheme-increasing emotional communication with students in the education of obstetrics and gynecology

目的:对导师制-加强与学生情感交流在妇产科教学中的应用效果进行探索。方法:2014年7月-2018年3月在某医院理论学习及实习的某医学高等专科学校的临床学生共计120人,将其分为A组及B组,A组实行导师制并加强与学生情感交流,B组采用传统教学方法,于理论授课阶段进行期中、期末2次理论考核。在实习妇产科后进行出科考核,包括临床思维能力综合评价、临床基本技能操作、大病历书写3个方面。结果:A组学生实习过程中在临床基本技能操作、大病历书写及临床思维能力综合评价中均较B组学生成绩优异(P<0.05),但两组学生理论考试成绩无明显差异。结论:导师制-加强与学生情感交流在理论教学阶段可能不能显现其优势,但在临床实践中,其对学生实践技能、临床思维能力提升明显,有助于高素质、高技能的应用型医学人才的培养。

Objective:Explore the application of increasing the emotional communication with students under the mentoring scheme in the education of obstetrics and gynecology.Method:The experiment involves in total of 120 clinical students who interned and studied at a professional college and spans from July 2014 to March 2018.The students are divided into two groups:group A and group B.Students in group A are learned under our mentoring scheme and we payed attention to the emotional communication to the students.Students in group B are taught in the traditional scheme.The evaluationsof the performances of the students include one midterm and one final tests in the teaching phase and other three aspects after the teaching phase:clinical thinking ability,clinical operating ability and medical record writing.Results:Group A is better than Group B in terms of the clinical thinking ability,clinical operating ability and medical record writing ability,as proved by the statics evaluations,but shows no difference with Group B in the midterm and final tests.Conclusion:The advantage of the method of increasing the emotional communication with students under the mentoring scheme might not be obvious in the teaching phase,but it helps the students to improve the overall clinical ability after the teaching phase.Thus,the method of increasing the emotional communication with students under the mentoring scheme is suitable for training high quality and high proficiency medical personals.