微格教学在医学生病历汇报能力培训中的应用效果分析

Application and Effect Analysis of Microteaching in Medical Students'Medical Record Reporting Ability Training

目的分析微格教学在医学生病历汇报能力培训中的应用效果。方法自2016年12月—2020年10月选取内科住培生60名,随机分为微格教学组与传统教学组,微格教学组运用微格教学法进行教学查房,通过反复观看学生病历汇报视频录像,作为行为反馈和评价依据,并由教师进行汇报点评。传统教学组采用传统教学进行教学查房,学生进行自评、互评,并由教师进行点评指正。两组学生均采用SOAP病历汇报评价表分析比较医学生在教学查房前后的临床病历汇报考核成绩,采用SPSS 21.0软件进行数据统计分析。结果考核成绩显示,微格教学组教学后的平均成绩明显高于教学前,且相比教学后两组成绩,微格教学组平均成绩明显高于传统教学组(P<0.05)。进一步分析微格教学组医学生SOAP成绩,对比前后两次考核,医学生第2次成绩在S主观性资料、O客观性资料、A诊断治疗与效果评价、P治疗计划以及语言表达五方面较第1次均有不同程度的提高。结论本研究将微格教学引入教学查房中,在完成教学活动的同时,运用微格教学法,将临床教学具体化、形象化、简单化,提高了医学生病历汇报能力,加强了学生对于学习的积极性与主动性,培养了医学生临床岗位胜任能力,持续改进教学查房质量,使医教协同理念在医疗实践中具体落实,真正实现实践教学、高效教学。

Objective To analyze the application effect of Microteaching in the training of medical students'medical record reporting ability.Methods From December 2016 to October 2020,60 medical students in internal medicine discipline training were randomly divided into micro group and control group.The micro group used micro teaching method to carry out teaching rounds.By repeatedly watching the video of students'medical record report,it was used as the basis for behavior feedback and evaluation,and the teachers reported and commented.In the control group,traditional teaching was used for teaching ward round,students made self-evaluation and mutual evaluation,and teachers made comments and corrections.Both groups of students used soap medical record report evaluation form to analyze and compare the examination results of clinical medical record report of medical students before and after teaching ward round,and used SPSS 21.0 software for data statistical analysis.Results The examination results showed that the average score of the micro-teaching group was significantly higher than that of the pre-teaching group,and the average score of the micro-teaching group was significantly higher than that of the traditional teaching group(P<0.05).Further analysis of SOAP scores of medical students in the microframe teaching group showed that the scores of medical students in the second test were improved to varying degrees compared with the first test in five aspects:S subjective data,O objective data,A diagnosis,treatment and effect evaluation,P treatment plan and language expression.Conclusion This study introduces the micro-standard teaching in teaching ward round,at the same time of complete the teaching activities,using the micro-standard method of teaching,clinical teaching will materialized,visualization and simplification,improve the ability of medical students medical report,to strengthen the students'enthusiasm and initiative in learning,cultivate the medical students clinical competence,continue improve the quality of teaching ward round,Make the concept of medical education cooperation in medical practice concrete implementation,really realize practical teaching,efficient teaching.