Oriented by Communication Skill Cultivation—Research on Application of Standardized Family Members to Pediatrics Practical Teaching
- DOI
- 10.2991/iemss-17.2017.212How to use a DOI?
- Keywords
- Communication; Standardized Family Members; Pediatrics; Teaching
- Abstract
To solve the unique communication difficulty in pediatrics, enhance medical students' skills and introduce SFM for the teaching and assessment of medical students' communication skills. Methods: 120 students from two classes were selected as research object; applied SFM to pediatrics skill teaching and assessment of SFM group while the conventional teaching method of teaching along with ward round of typical patients to traditional groups to compare students' questionnaire as well as performance in two groups. Results: The SFM group students' satisfaction in motivating learning interest, simulating/clinical communication environment, enhancing communication skill, clinical diagnostic ability and their test scores were higher than that of traditional group (P were 0.001, 0.000, 0.012, 0.026 ,0.001); the achievement scores of SFM group were obviously superior than that of traditional group (P=0.000). Conclusions: SFM can motivate students' learning interest and comprehensively enhance students' pediatrics communication skill, which deserves clinical teaching application.
- Copyright
- © 2017, the Authors. Published by Atlantis Press.
- Open Access
- This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).
Cite this article
TY - CONF AU - Cui Liu AU - Jintang Wang AU - Yu Fu AU - Shuxia Bai AU - Na Deng PY - 2017/04 DA - 2017/04 TI - Oriented by Communication Skill Cultivation—Research on Application of Standardized Family Members to Pediatrics Practical Teaching BT - Proceedings of the 2017 International Conference on Innovations in Economic Management and Social Science (IEMSS 2017) PB - Atlantis Press SP - 1135 EP - 1140 SN - 2352-5428 UR - https://doi.org/10.2991/iemss-17.2017.212 DO - 10.2991/iemss-17.2017.212 ID - Liu2017/04 ER -