| 胡琮佼,鲁嘉韦,王瑞玲,夏思颖,冯梅婷,邓莉,罗礼君.角色扮演教学方法在构建牙周手术临床技能教学体系中的应用[J].口腔材料器械杂志,2023,32(3):216-219. |
| 角色扮演教学方法在构建牙周手术临床技能教学体系中的应用 |
| The application of role-play teaching method in building a clinical skill teaching system for periodontal surgery |
| 投稿时间：2022-10-10 修订日期：2023-02-01 |
| DOI：10.11752/j.kqcl.2023.03.12 |
| 中文关键词: 角色扮演教学法 临床牙周病学 人文教育 |
| 英文关键词:Role-play teaching method Clinical periodontology Humanistic education |
| 基金项目:同济大学研究生教育研究与改革项目(编号:2021KCSZYJ12,2021KCSZKC14) |
| 作者 | 单位 | E-mail | | 胡琮佼 | 同济大学口腔医学院牙周病学教研室, 同济大学附属口腔医院牙周病科, 上海 200072 | | | 鲁嘉韦 | 同济大学口腔医学院牙周病学教研室, 同济大学附属口腔医院牙周病科, 上海 200072 | | | 王瑞玲 | 同济大学口腔医学院牙周病学教研室, 同济大学附属口腔医院牙周病科, 上海 200072 | | | 夏思颖 | 同济大学口腔医学院牙周病学教研室, 同济大学附属口腔医院牙周病科, 上海 200072 | | | 冯梅婷 | 同济大学口腔医学院牙周病学教研室, 同济大学附属口腔医院牙周病科, 上海 200072 | | | 邓莉 | 同济大学口腔医学院牙周病学教研室, 同济大学附属口腔医院牙周病科, 上海 200072 | | | 罗礼君 | 同济大学口腔医学院牙周病学教研室, 同济大学附属口腔医院牙周病科, 上海 200072 | juneluo@yeah.net |
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| 中文摘要: |
| 目的 初探角色扮演教学方法在牙周手术临床技能教学体系中的应用效果。方法 选取同济大学口腔医学院在读研究生 46 名, 随机分为角色扮演教学实验组及传统教学对照组各 23 名学生。角色扮演组学生需根据所学及日常所经历的医患沟通过程, 撰写剧本, 分别扮演医师、患者等角色, 并拍摄视频。传统教学组则由教师进行常规课堂授课。所有同学一同观看录像视频, 并进行讨论。内容授课完成后, 请两组学生完成教学满意度调查问卷表, 同时教师对两组学生进行模拟接诊考核, 并完成评分。结果 授课结束后, 实验组学生的模拟接诊考核结果显著优于传统组, 术前沟通项目中两组得分分别为(8.00±1.09)分和(6.17±1.03) 分, 术后医嘱项目中两组得分分别为(8.35±0.88) 分和(7.13±0.81) 分(P<0.0001)。在教学满意度方面, 实验组学生也给角色扮演教学法给出了更高的评价, 认为其更能培养医学生从患者角度进行诊疗, 同时能够帮助对理论知识的理解, 有利于建立良好的医患关系, 并且学生十分期待在其他学科中推广该教学模式(得分 8.65 分)。结论 角色扮演教学方法能显著提高医学生的人文素养, 从而在理解、关怀患者的基础上, 提高对理论知识学习的主动性, 为今后建立良好的医患关系以及临床诊疗工作打下更为扎实的基础。 |
| 英文摘要: |
| Objective To initially explore the effect of role-play teaching method in the clinical skills teaching system of periodontal surgery. Methods Forty-six postgraduate students from the School of Stomatology, Tongji University were selected and randomly divided into 23 students in the experimental roleplay teaching group and 23 students in the traditional teaching control group. Students in the role-play group were required to write a script and take on the roles of physicians and patients based on lessons and daily experiences of the doctor-patient communication process and take a video. For the traditional teaching group, the instructor conducted a regular classroom lecture. All students watched the video together and had a discussion. After the lecture, students in both groups were invited to complete the teaching satisfaction questionnaire, while the teachers conducted a mock reception assessment for both groups and completed the scoring. Results At the end of the lecture, the students in the experimental group had significantly better results than the traditional group in the mock consultation assessment. The scores were (8.00±1.09) and (6.17±1.03) in the preoperative communication item and (8.35±0.88) and (7.13±0.81) in the postoperative medical advice item for the two groups, respectively (P<0.0001). In terms of teaching satisfaction, students in the experimental group also gave higher ratings to the roleplay teaching method, considering it to be more effective in training medical students to treat from the patient's perspective, and at the same time could help to understand the theoretical knowledge and help to establish a positive doctor-patient relationship. And students were highly anticipating the replication of the teaching model in other disciplines (score 8.65). Conclusion The role-play teaching method can significantly improve the humanistic qualities of medical students, so as to improve the initiative of learning theoretical knowledge based on understanding and caring for patients, and lay a more solid foundation for establishing a positive doctor-patient relationship and clinical diagnosis and treatment in the future. |
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