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    胡孔旺, 沈涛, 汪思应, 杨琴, 孙亚萍. 进阶式多模态情景交流实训在标准化病人培训中的应用[J]. 蚌埠医科大学学报, 2020, 45(5): 669-671. DOI: 10.13898/j.cnki.issn.1000-2200.2020.05.029
    引用本文: 胡孔旺, 沈涛, 汪思应, 杨琴, 孙亚萍. 进阶式多模态情景交流实训在标准化病人培训中的应用[J]. 蚌埠医科大学学报, 2020, 45(5): 669-671. DOI: 10.13898/j.cnki.issn.1000-2200.2020.05.029
    shu
    HU Kong-wang, SHEN Tao, WANG Si-ying, YANG Qin, SUN Ya-ping. Application of the advanced multi-modal and scenario-based communication drill in standardized patient training[J]. Journal of Bengbu Medical University, 2020, 45(5): 669-671. DOI: 10.13898/j.cnki.issn.1000-2200.2020.05.029
    Citation: HU Kong-wang, SHEN Tao, WANG Si-ying, YANG Qin, SUN Ya-ping. Application of the advanced multi-modal and scenario-based communication drill in standardized patient training[J]. Journal of Bengbu Medical University, 2020, 45(5): 669-671. DOI: 10.13898/j.cnki.issn.1000-2200.2020.05.029
    shu

    进阶式多模态情景交流实训在标准化病人培训中的应用

    Application of the advanced multi-modal and scenario-based communication drill in standardized patient training

      摘要
    • 摘要:
      目的 研究进阶式多模态情景交流实训在标准化病人（standardized patient，SP）培训中的应用效果。
      方法 采用进阶式多模态情景交流实训对SP进行培训后，分析2017年度安徽医科大学国家二阶段执业医师考试实证研究第一站及第二站中考官与SP对考生评分的相关性；随机抽取30名SP进行客观结构化临床考试（objective structured clinical examinations，OSCE）考核，由教师及考生分别对SP进行评分。
      结果 考官及SP对考生的评分分别为（59.87±12.40）分、（17.55±2.21）分，二者呈明显正相关关系（r=0.294，P < 0.01）。教师及SP对学生的考核评分差异无统计学意义（P>0.05），学生及教师对SP在OSCE考核中的表现评价结果差异有统计学意义（P < 0.01）。
      结论 进阶式多模态情景交流实训在SP培训中具有良好的效果，值得进一步推广。

       

      Abstract:
      Objective To research the effectiveness of the advanced multi-modal and scenario-based communication drill in standardized patient (SP) training.
      Methods After training SP with the advanced multi-modal and scenario-based communication drill, the correlation between examiner's and SP's score for medical student in the first station and second station of the empirical research in 2017 national two-step medical licensing examination in Anhui Medical University was analyzed.Thirty SPs were randomly selected to receive the objective structured clinical examinations (OSCE), and scored by teacher and medical student, respectively.
      Results The score of the medical student by examiner and SP was (59.87±12.40) points and (17.55±2.21) points, respectively, which was positively correlated (r=0.294, P < 0.01).There was no significant difference between teacher's and SP's scores for the medical student (P>0.05), and there was significant difference between examinee's and teacher's scores in the evaluation of SP's performance in OSCE (P < 0.01).
      Conclusions The advanced multi-modal and scenario-based communication drill has good effects in SP training, which is worthy of further promotion.

       

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