基于“反思性学习”的精神科带教模式对医学生共情能力的影响

The Impact of a Psychiatry Teaching Model Based on Reflective Learning on Medical Students’ Empathy Ability

摘要: 目的：探讨基于反思性学习的精神科带教模式，探究其对医学生共情能力的影响。“反思性学习”的精神科带教模式对医学生共情能力的影响。方法：选取某三甲医院精神科实习的80名医学生为研究对象，随机分为试验组(n = 40，采用反思性学习带教)和对照组(n = 40，采用传统带教)。通过人际反应指针量表(IRI-C)、反思性学习评价问卷对比两组医学生带教前后的共情能力变化。结果：带教后试验组医学生的共情能力总分及情感共情、认知共情维度评分均显著高于对照组(P < 0.05)；试验组反思性学习水平与共情能力呈正相关(r = 0.62, P < 0.01)。结论：基于反思性学习的精神科带教模式能有效提升医学生的共情能力，为精神科医学教育的优化提供实践参考。

Abstract: Objective: To explore the psychiatry teaching model based on reflective learning and its impact on medical students’ empathy ability. Methods: A total of 80 medical students interning in the psychiatry department of a Grade A tertiary hospital were selected as research subjects and randomly divided into an experimental group (n = 40, adopting reflective learning teaching) and a control group (n = 40, adopting traditional teaching). The Interpersonal Reactivity Index-Chinese Version (IRI-C) and a reflective learning evaluation questionnaire were used to compare the changes in empathy ability of medical students in the two groups before and after teaching. Results: After teaching, the total score of empathy ability and the scores of emotional empathy and cognitive empathy dimensions of medical students in the experimental group were significantly higher than those in the control group (P < 0.05); there was a positive correlation between the level of reflective learning and empathy ability in the experimental group (r = 0.62, P < 0.01). Conclusion: The psychiatry teaching model based on reflective learning can effectively improve medical students’ empathy ability, providing practical reference for the optimization of psychiatry medical education.