Yang Dong, Ai Xiaohong, Cai Manbo, Tong Qin, Mei Kai, Yang Qiao, Li Pian, Li Zhimin, He Junyan, Li Yi
Department of Oncology, The First Affiliated Hospital, Hengyang Medical School, University of South China, Hengyang, Hunan, China.
Department of Obstetrics and Gynecology, The First Affiliated Hospital, Hengyang Medical School, University of South China, Hengyang, Hunan, China.
J Eval Clin Pract. 2024 Oct 21. doi: 10.1111/jep.14217.
At present, there is no specific teaching method for doctor-patient communication for oncology residents. This study combined BOPPPS (bridge-in, learning objective, pretest, participatory learning, posttest, and summary) teaching model and SBAR (situation-background-assessment-recommendation) communication model to try a new teaching and assessment model of doctor-patient communication, aiming to explore and improve the teaching method of doctor-patient communication for oncology residents.
Ninety residents were randomly divided into two groups: the experimental group (n = 45) was trained with the BOPPPS teaching model combined with the SBAR communication model, the routine teaching method was adopted in the control group (n = 45). Indicators of assessment included doctor-patient communication skills, satisfaction with teaching, and patient satisfaction.
The scores for doctor-patient communication ability were significantly better in experimental group than control group (p < 0.05). The degree of satisfaction degree (very satisfied + satisfied) of the experimental group were higher than control group (p < 0.05). The overall teaching satisfaction of the experimental group was 100.00%, the control group was 77.78%, p < 0.001. Patients' satisfaction with the residents in the experimental group (93.3%) was significantly higher than control group (80.0%), p = 0.043.
The application of the BOPPPS combined with the SBAR can effectively enhance residents' doctor-patient communication ability and improve teaching satisfaction and patient satisfaction. This new model can effectively improve resident physician‒patient communication ability, which is worth actively promoting in clinical teaching work.
目前，针对肿瘤学住院医师的医患沟通尚无特定教学方法。本研究将BOPPPS（导入、学习目标、前测、参与式学习、后测和总结）教学模式与SBAR（情况 - 背景 - 评估 - 建议）沟通模式相结合，尝试一种新的医患沟通教学与评估模式，旨在探索并改进肿瘤学住院医师的医患沟通教学方法。
将90名住院医师随机分为两组：实验组（n = 45）采用BOPPPS教学模式结合SBAR沟通模式进行培训，对照组（n = 45）采用常规教学方法。评估指标包括医患沟通技能、教学满意度和患者满意度。
实验组的医患沟通能力得分显著高于对照组（p < 0.05）。实验组的满意度（非常满意 + 满意）程度高于对照组（p < 0.05）。实验组的总体教学满意度为100.00%，对照组为77.78%，p < 0.001。患者对实验组住院医师的满意度（93.3%）显著高于对照组（80.0%），p = 0.043。
BOPPPS与SBAR相结合的应用可有效提高住院医师的医患沟通能力，提高教学满意度和患者满意度。这种新模式可有效提高住院医师的医患沟通能力，值得在临床教学工作中积极推广。
