角色扮演签署早产儿病情知情同意书的教学分析

Analysis of Teaching Effectiveness of Role-play on Informed Consent of Preterm Infants

目的探讨儿科实习医生之间角色扮演,模拟签署早产儿病情知情同意书训练的教学效果。方法将32名儿科实习医生随机分为实验组(n=16)和对照组(n=16)。儿科临床实习期间,实验组和对照组共32位实习医生都参加关于早产儿教学的讨论课,两组儿科实习医生先接受早产儿病例的床边教学,随后教师跟实习医生讲授和讨论早产儿的发生、并发症、治疗和预后等。实验组实习医生讨论课后在教师指导下进行角色扮演,分别互相扮演早产儿的父亲或母亲和儿科医生,模拟签署早产儿病情知情同意书场景训练。教学后教师向两组实习医生进行问卷调查并行教学反馈评分、教师收集实验组的建议和意见、教师总结教学的整体感受和自我评价。结果实验组的教学反馈评分高于对照组,差异有统计学意义(P<0.05);实验组实习医生认为角色扮演签署早产儿病情知情同意书训练能加深早产儿理论知识认识和临床思维训练、做到换位思考;教师认为角色扮演教学过程中会更注重早产儿并发症理论联系临床实践病例的诊断思维和个体化诊疗、应设计更多符合临床实用的角色扮演教学场景。结论作为临床实习教学的补充,角色扮演签署早产儿病情知情同意书训练具有激发实习医生学习兴趣、促进学习动力和开拓临床思维的教学效果。

Objective This study aims to explore the effectiveness of pediatric interns training through role-play on seeking informed consent with preterm infant parents.Methods Thirty-two interns who went through a pediatric clinical practice rotation were randomized into experimental group(n=16)and control group(n=16).They all participated in a workshop about preterm infant care.The pediatric interns of the 2 groups received bedside teaching about preterm infants in the neonatal ward.Subsequently the teacher talked about the occurrence,complication,treatment and prognosis of preterm infants in the workshop.The experimental group received additional role-play on seeking informed consent with preterm infant parents training during the workshop.The interns of the 2 groups were instructed to complete the questionnaire after teaching,and teaching feedback scores were gained.The teachers collected the suggestions and opinions of the interns in the experimental group.The teachers also summarized the teaching experience and made self-evaluations.Results The teaching feedback scores were higher in the experimental group than in the control group(P<0.05).The interns of the experimental group thought that the training of role-play on seeking informed consent with preterm infant parents could strengthen the theoretical knowledge and provide clinical thinking training on preterm infants,and they could make perspective taking.The teachers summarized that they should pay more attention to the clinical thinking and individualized diagnosis and treatment about connection between theoretical preterm infants’complications and clinical practice,and more in line with the clinical role-play teaching scenes should be designed.Conclusion As a supplement to clinical practice teaching,role-play on seeking informed consent with preterm infant parents training is beneficial to stimulate the interns'interest in learning,motivate interns’learning and develop clinical thinking.