Volume 22 Issue 6
Jun.  2024
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Article Navigation >  Chinese Journal of General Practice  > 2024  >  22(6): 915-918
YE Chenjing, WANG Jiayu, SHI Ting, ZHANG Xian, TONG Jianjing, GONG Yanchun, YAN Hua, ZHANG Chenli. Application of multi-disciplinary collaborative and situational simulation teaching in standardized training for general practitioners[J]. Chinese Journal of General Practice, 2024, 22(6): 915-918. doi: 10.16766/j.cnki.issn.1674-4152.003533
Citation: YE Chenjing, WANG Jiayu, SHI Ting, ZHANG Xian, TONG Jianjing, GONG Yanchun, YAN Hua, ZHANG Chenli. Application of multi-disciplinary collaborative and situational simulation teaching in standardized training for general practitioners[J]. Chinese Journal of General Practice, 2024, 22(6): 915-918. doi: 10.16766/j.cnki.issn.1674-4152.003533
shu

Application of multi-disciplinary collaborative and situational simulation teaching in standardized training for general practitioners

doi: 10.16766/j.cnki.issn.1674-4152.003533
  • 1.

    Department of General Practice, Ruijin Hospital Affiliated to Shanghai Jiao Tong University School of Medicine, Shanghai 200025, China

Funds:

 2021MNYB02

  • Received Date: 2023-11-14
    Available Online: 2024-07-22
    Abstract
  •   Objective  To explore the application effect of multi-disciplinary collaborative and situational simulation teaching in standardized training for general practitioners, so as to improve the quality of clinical teaching.  Methods  Situational simulative teaching was introduced into the training of general practitioners. A total of 45 general practitioners in the Ruijin Hospital Affiliated to Shanghai Jiao Tong University School of Medicine in 2022 were divided into experimental group and control group by simple random grouping. The experimental group (23 students) received routine teaching training combined with situational simulative teaching, while the control group (22 students) received routine teaching training. The year-end assessment results of the two groups of students were compared, and the teaching effect of situational simulative teaching in the training of general practitioners was observed.  Results  The average score of the experimental group (80.22±4.10) in the theoretical exam was slightly higher than that of the control group (79.73 ± 3.28), but the difference was not statistically significant (P > 0.05). In the experimental group' s OSCE exam, the scores of medical history collection (81.22±4.09) and doctor-patient communication (81.39±9.06) were significantly better than those of the control group (78.45 ± 3.78 and 72.14±7.27), and the differences were statistically significant (P < 0.05). The experimental group showed better satisfaction with teaching than the control group, and the difference was statistically significant (P < 0.05). At the same time, the experimental group' s learning enthusiasm and participation had significantly improved.  Conclusion  In the process of general practitioner training education, the use of multi-disciplinary collaborative and situational simulation teaching can effectively enhance the learning initiative of students, help improve doctor-patient communication skills and clinical adaptability, and students have higher satisfaction with teaching. It is worthwhile to promote in the teaching of general practice.

     

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