| 基金项目:广东省临床教学基地教学改革研究项目(重点项目,编号：2015JDA037) |
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| 中文摘要: |
| 目的 了解心理小组式辅导对本硕临床医学专业学生在儿科实习的学习态度的影响。 方法 以在汕头大学医学院第二附属医院儿科实习的2012级和2013级的本硕临床医学专业的学生为对象。在按照实习大纲的要求进行儿科实习的基础上，采用自愿参与的方式，开展心理小组式辅导。每个心理小组由5-6名学生组成，每周进行心理小组式辅导1次，每次时间为1.5小时，共6次。根据学生是否参加心理小组，分为干预组和非干预组。每个学生在进入儿科临床实习的第一周和最后一周结束时分别填写《儿科临床实习生学习态度评价表》和《大学生人格问卷》，用卡方检验及t检验作统计分析。 结果 干预组有33人，问卷有效回收率为100%；未干预组有40人，问卷有效回收率为85%。两组学生的心理状态在实习前及实习后均无统计学差异（P ＞ 0.05）。在实习前，两组学生的学习态度总分分别为（83.82±8.39）和（84.39±8.29），差异无统计学意义（t = -0.28，P = 0.781）；实习结束时，干预组的学生的学习态度总分（88.91±7.40）高于未干预组的学生（75.03±11.19），差异有统计学意义（t = -5.969，P = 0.000）。 结论 心理小组式辅导有助于培养医学生在儿科临床实习过程中对患儿及家长的同理心，从而改善自身在儿科实习的学习态度。研究结果能为心理小组式辅导在整个医学实习过程的开展提供前期基础。 |
| 英文摘要: |
| Objective To assess the effect of psychological group on improving the learning attitude of intern in the pediatric clinical practice. Methods This study included 67 medical students who were enrolled during 2012 to 2013 and had done the clinical pediatrics in the Second Affiliated Hospital of Shantou University Medical College. The students carried out pediatric clinical practice as requested. Psychological group was organization on the basis of voluntary participation. Each psychological group was consist of 5 or 6 students and performed once a week. Each time of psychological group lasted for 1.5 hours and 6 times in total. The students were divided into intervention group and non-intervention group according to whether they participate in psychological group. Each student filled in the Pediatric Clinical Internship Attitude Assessment Form and the College Student Personality Questionnaire at the first week and the last week of pediatric clinical practice. The data were analyzed through Chi-square and t-test test. Results There were 33 students in the intervention group and 40 students in the non-intervention group. The effective rate of questionnaires for intervention group and non-intervention group were 100% and 85%, respectively. The mental state of Pediatric Intern between two groups was no difference before and after the pediatric clinical practice (P＞0.05). Before pediatric clinical practice, the learning attitude score between two groups was no difference (83.82±8.39 vs. 84.39±8.29) （t = -0.28，P = 0.781）. After pediatric clinical practice, the learning attitude score of Pediatric Intern who used psychological group teaching model was better than the use of traditional teaching model (88.91±7.40 vs. 75.03±11.19) （t = -5.969，P = 0.000）. Conclusion Psychological group can help medical student to develop empathy toward sick children and their parents, and then improve their learning attitude in pediatric practice. The results of this study could provide a preliminary basis for the popularization of psychological group in the whole process of medical internship. |
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