医学生健康教育素养教学模式的探索

Exploration of Teaching Mode of Health Education Literacy for Medical Students

目的以甲状腺结节为例,探索提升医学生的健康教育素养的方法,以期锻炼医学生解决实际问题的能力。方法向2022年5月1日-2023年1月31日在某院体检中心、门诊发现或就诊的甲状腺结节患者共85人发放调查问卷,了解患者的健康教育需求,剔除7份不符合要求问卷,最终获得78份有效问卷。针对甲状腺结节患者的健康教育,为2022年2月1日-2023年2月8日在某院学习的34名临床本科医学生进行相关知识的第二课堂授课;医学生分为3组,根据78份患者健康教育需求问卷选出6个健康教育知识点,每组制作健康教育作品。向医学生发放调查问卷进行评价。结果78份有效问卷的被调查者中,男性16例,女性62例,首次发现甲状腺结节35例。根据调查问卷,确定6个患者需求最多的健康教育知识点。教学后对34名医学生发放调查问卷,医学生对整体教学模式非常满意25人,占73.53%;满意7人,占20.59%;一般2人,占5.88%;90%以上的医学生很同意或同意该教学模式,有助于其提高文献检索能力、专业知识储备、幻灯片制作能力、语言表达能力、健康教育能力。结论健康教育素养教学模式切实可行,有助于锻炼医学生解决实际问题的能力,提高其健康教育素养。

Objectives To explore methods to improve medical students'health education literacy by taking thyroid nodule as an example,so as to exercise medical students'ability to solve practical problems.Methods From May 1st,2022 to January 31st,2023,85 thyroid nodule patients who were found in the physical examination center or outpatient department of a hospital were sent questionnaires to understand the health education needs of the patients.7 questionnaires that did not meet the requirements were excluded,and 78 valid questionnaires were obtained.For the health education of patients with thyroid nodules,the second class of related knowledge was taught to 34 clinical undergraduate medical students who studied in a hospital from February 1st,2022 to February 8th,2023 using the form of second classroom;34 medical students were divided into 3 groups,and 6 health education knowledge points were selected according to 78 health education needs questionnaires of patients.Questionnaires were distributed to medical students for evaluation.Results Among the 78 valid questionnaires,there were 16 males and 62 females,and 35 thyroid nodules were found for the first time.According to the questionnaire,six health education knowledge points with the greatest demand were identified.After teaching,34 medical students were given questionnaires,25 medical students were very satisfied with the overall teaching mode,accounting for 73.53%;7 people were satisfied,accounting for 20.59%;2 people were general,accounting for 5.88%;More than 90%of medical students strongly agreed or agreed that this teaching mode was helpful to improve their literature retrieval ability,professional knowledge reserve,slide production ability,language expression ability,and health education ability.Conclusions The health education literacy teaching mode was feasible and helpful to exercise the medical students'ability to solve practical problems and improve their health education literacy.