【摘要】 目的 探讨PBL与TBL联合教学在规培学员医患沟通教学中的应用效果。方法 选取2022年8月-2024年5月在本院老年肿瘤科接受规培的63人作为研究对象。采用随机数字表法将学员分为对照组33人和观察组30人。对照组采用传统教学法，观察组采用PBL与TBL联合教学法。培训前后，采用医患沟通技能评价量表(SEGUE framework)对2组学员的医患沟通能力进行评估，并收集患者对2组学员满意度的反馈。结果 观察组在医患沟通能力评估中的总分显著高于对照组，差异有统计学意义(P<0.001)。此外，观察组对应的患者满意度也显著高于对照组，差异有统计学意义(P<0.001)。结论 PBL与TBL联合教学法在规培学员医患沟通教学中具有显著优势，能够有效提升学员的医患沟通能力。更多还原

【Abstract】 Objective To explore the application effect of combining problem-based learning(PBL)with team-based learning(TBL)in doctor-patient communication teaching for standardized training trainees. Methods 63 people who received standardized training in the Department of Geriatric Oncology of our hospital from August 2022 to May 2024 were selected as the research subjects. The trainees were divided into a control group of 33 and an observation group of 30 by the random number table method. The control group was taught by the traditional teaching method, while the observation group was taught by the combination teaching method of PBL and TBL. Before and after the training, the the doctor-patient communication ability of the two groups of trainees was evaluated using the Doctor-Patient Communication Skills Assessment Scale(SEGUE framework),and the feedback of patient on the satisfaction of the two groups of trainees was collected. Results The total score of the observation group in the assessment of doctor-patient communication ability was significantly higher than that of the control group(P<0001). In addition, the satisfaction of patients in the observation group was also significantly higher than that in the control group(P<0.001). Conclusions The combined PBL and TBL teaching method has significant advantages in teaching of doctor-patient communication skills for standardized training trainees, and can effectively improve the doctor-patient communication ability of trainees.更多还原