情景式教学联合BOPPPS教学法在急诊科医患沟通教学中的应用研究

Study on the Application of Situational Teaching Combined with BOPPPS Teaching Method in Doctor-Patient Communication Teaching in Emergency Department

目的探讨情景式教学联合BOPPPS教学法在急诊科医患沟通教学的应用效果。方法采取便利抽样法,选取2021年5月至2023年5月在广西中医药大学附属国际壮医医院急诊科实习的70名中医学本科实习生为研究对象,按照实习时间的先后顺序分为对照组和观察组,对照组采用传统的教学方法,观察组采用情景式教学联合BOPPPS的教学方法。比较两组实习生的医患沟通技能、临床模拟学习沉浸感及实习生对带教老师的教学满意度。结果观察组实习生医患沟通技能及临床模拟学习沉浸感均优于对照组,差异均有统计学意义(P<0.05);观察组实习生对带教老师的教学满意度优于对照组,差异均有统计学意义(P<0.05)。结论情景式教学联合BOPPPS教学方法应用于急诊科中医学本科实习生医患沟通教学活动中,能够提高实习生医患沟通技能和临床模拟学习沉浸感,同时能提高实习生对带教老师的教学满意度。

Objective:To explore the application effect of situational teaching combined with BOPPPS teaching method in doctor-patient communication teaching in emergency department.Methods:A total of 70 undergradu⁃ate TCM interns who interned in the Emergency Department of the International Zhuang Medical Hospital Affiliat⁃ed to Guangxi University of Chinese Medicine from May 2021 to May 2023 were selected as the research subjects and were divided into the control group and the observation group according to the order of internship time.The doctor-patient communication skills,clinical simulation learning immersion and teaching satisfaction of the interns were compared between the two groups.Results:The doctor-patient communication skills and clinical simulation learning immersion of the observation group were better than those in the control group,and the differences were statistically significant(P<0.05);the satisfaction rate of teaching in the observation group was better than that in the control group,and the difference was statistically significant(P<0.05).Conclusion:The application of situa⁃tional teaching combined with BOPPPS teaching method in the doctor-patient communication teaching of TCM un⁃dergraduate interns in the emergency department can improve the doctor-patient communication skills and clinical simulation learning immersion of interns and can also improve the teaching satisfaction of interns with the teach⁃ing,which is worthy of promotion and use in clinical practice teaching.