剧本对话模式在问诊第二课堂中的应用

Screenplay dialogue model application analysis in the second classroom inquiry

目的 探讨剧本对话模式在问诊第二课堂实训中的效果,以提高问诊教学的质量.方法 将本院2014级临床医学专业五年制学生随机分为对照组(34人)和实验组(35人).对照组学生在第二课堂实训期间,征得患者同意,并告知患者'据实回答病情''不泄露住院后诊疗经过'等注意事项后,安排学生反复多次进行床旁问诊训练.实验组学生开展问诊第二课堂剧本对话模式实训,根据教师提供的问诊剧本,按照'不问不答,有问必答,不多答,不漏答,不错答'的原则回答问诊问题.采用标准化病人对两组学生实施问诊考核.应用SPSS 19.0进行统计分析,计量资料组间比较用t检验.结果 实验组与对照组学生问诊考核的平均分差异无统计学意义,表明两组学生实训效果基本一致.通过分析问诊各环节,实验组学生主诉、沟通能力要优于对照组,评分差异有统计学意义;表明剧本对话模式提升了学生归纳主诉的能力和病史采集时的语言表达能力.结论 采取剧本对话模式的问诊第二课堂实训,提高了学生学习积极性,训练了其临床思维,全面提高了教学质量.

Objective To explore the screenplay dialogue pattern in the interrogation of the second classroom training effect, so as to improve the quality of the inquiring teaching.Methods 69 five-year students of clinical medicine specialty of Grade 2014 in our university were randomly divided into the control group (34 persons) and the experimental group (35 persons), The students in the control group, during the second class-room training, received the consent of the patient, and informed the patient, ' to answer the illness according to the truth ' 'do not disclose the diagnosis and treatment after hospitalization' and other matters needing attention. Besides, we also arranged for students to conduct repeated bedside inquiry training. While the experimental group carried out the script dialogue model training on the campus. The teacher provided a script for interroga-tion. Students answered in accordance with the principle of''don't ask don't answer, don't say anything other than the question, don't miss the question, don't answer the question wrongly'. SPSS 19.0 was used for statistical analysis, and the comparison of measurement data between groups was performed by t test.Results There was no significant difference between the experimental group and the control group in the inquiry and assessment. The results showed that the training effect of the two groups was basically the same. Through the analysis of various aspects of inquiry, the chief complaint and communication ability of students in the experimental group were better than those in the control group, and the difference was statistically significant, which showed that the script dialogue model promoted students' ability of inducing complaints and their language ability when they did medical history collection.ConclusionTaking screenplay dialogue mode in the second classroom practice is good, which improves the students' enthusiasm, trains their clinical thinking and improves the teaching quality.