巴林特小组训练改善医学生共情能力的效果研究

发布时间：2018-06-15 10:48

本文选题：巴林特小组 + 医学生　；参考：《安徽医科大学》2017年硕士论文

【摘要】：目的:共情是医学人文教育的重要内容,是一种换位思考、感同身受、设身处地理解他人的能力。在结合之前研究的基础上,首先,本研究以五年制临床医学专业学生为研究对象,采用问卷调查的方式探讨当前医学生的共情现状及其影响因素;其次,使用巴林特小组的方式进行干预研究,探讨巴林特小组训练对医学生共情能力的干预效果。方法:研究一:采用杰弗逊共情量表(医学生版)(JSPE-S)、情绪智力量表(EIS)、艾森克人格问卷简式量表中国版(EPQ-RSC)、家庭教养方式量表(EMBU)和大学生人际交往能力自我评定量表对575名医学生进行问卷调查,就调查结果进行讨论分析。研究二:将39名被试随机分成三组,每组13人,开展8周(每周一次,共8次)的干预实验。其中实验组实施巴林特小组干预,安慰对照组实施共情知识宣讲,空白对照组不做处理。使用杰弗逊共情量表(医学生版)对3组干预前和8周干预后的共情能力进行两次测试,探究干预的效果。结果:研究一:女生共情能力得分高于男生,差异有统计学意义(t=-2.498,P0.05);在换位思考维度,是班干学生得分高于非班干学生,差异有统计学意义(t=-1.208,P0.05);在怜悯关怀维度,非独生子女得分高于独生子女,差异有统计学意义(t=2.140,P0.05);大二学生共情能力最高,在怜悯关怀维度上,大二与大一、大三和大五年级之间差异有统计学意义(MD大一=2.192,P0.05;MD大三=3.252,P0.05;MD大五=2.682,P0.05),在换位思考维度上,大三与大二和大四年级之间差异有统计学意义(MD大二=-0.901,P0.05;MD大四=-1.398,P0.05),在共情总分上,只有大二与大三两个年级之间差异有统计学意义(MD=4.585,P0.05);情绪智力、人格、父母教养方式和大学生人际交往能力与共情多个维度呈现相关,均有统计学意义(均有P0.05)。研究二:对前测和后测评分进行统计分析显示,实验组在干预后JSPE-S得分高于前测,差异具有统计学意义(Z观点采择=-2.194,P0.05;Z共情总分=-2.552,P0.05),安慰对照组和空白对照组差异不显著;三组干预前后差值比较结果显示,实验组差值均高于安慰对照组和空白对照组,差异具有统计学意义(H观点采择=9.065,P0.05;H共情总分=8.842,P0.05)事后检验发现,实验组分别与安慰对照组和空白对照组之间的差异有统计学意义(D实验组-安慰对照组=10.317,P0.05;D实验组-空白对照组=10.458,P0.05)。结论:性别、年级等因素对医学生共情能力有影响,共情与情绪智力、人格、父母教养方式和人际关系存在相关关系。巴林特小组的干预方式可以有效改善医学生的共情能力。
[Abstract]:Objective: empathy is an important content of medical humanities education, is a kind of transposition thinking, empathy and the ability to understand others. On the basis of the previous research, firstly, this research takes the five-year clinical medical students as the research object, uses the questionnaire method to discuss the current medical students' empathy status and its influencing factors; secondly, The intervention effect of Balint group training on the empathy ability of medical students was studied by using Balint group. Methods: 1. Using Jefferson empathy scale (medical student version), emotional intelligence scale (EISI), Eysenck personality questionnaire Chinese version (EPQ-RSCN), family rearing style scale (EMBU) and self-assessment scale for college students' interpersonal ability. 575 medical students conducted a questionnaire survey, Discuss and analyze the results of the investigation. Study 2: 39 subjects were randomly divided into three groups, each group of 13 people, 8 weeks (once a week, a total of 8 times) intervention experiment. The experimental group carried out Balint group intervention, the comfort control group carried out empathic knowledge propaganda, and the blank control group did not deal with it. Using Jefferson empathy scale (medical student version), the empathic ability of three groups before and after 8 weeks intervention was tested twice to explore the effect of intervention. Results: first, the scores of girls' empathy ability were higher than that of boys, the difference was statistically significant (P 0.05); in the dimension of transposition thinking, the scores of students in class trunk were higher than those in non-class cadres, and the difference was statistically significant (P 0.05), and in the dimension of compassion and concern, the scores of students in class were significantly higher than those in non-class students, while in the dimension of compassion and concern, the scores of students in class were significantly higher than those in non-classes. The score of non-only child was higher than that of only child, the difference was statistically significant (P 0.05). The sophomore students had the highest ability of empathy, and in the dimension of compassion and concern, sophomore and freshman, There was significant difference between grade 3 and grade 5. There was significant difference between Grade 3 and Grade 5. There was a significant difference between Grade 2 and Grade 2, Grade 2, P 0. 901, P 0. 05, MD, Grade 3, 3. 252, P0. 05, MD, 3. 25 2, P0. 05, MD, 5. 682, P0. 05. There was a statistically significant difference between sophomore, second year, second year. Only the difference between sophomore and sophomore grades was statistically significant (P 0.05); emotional intelligence, personality, parental rearing style and interpersonal ability of college students were correlated with multiple dimensions of empathy (all P 0.05). Study 2: the scores of pre-test and post-test were statistically analyzed. The JSPE-S score of experimental group was higher than that of pre-test after intervention, and the difference was statistically significant. The total score of empathy was -2.552% P0.05Z and there was no significant difference between placebo control group and blank control group. The difference between the three groups before and after intervention showed that the difference of the experimental group was higher than that of the placebo control group and the blank control group, and the difference was statistically significant. The difference between the experimental group and the placebo control group and the blank control group were statistically significant. Conclusion: sex, grade and other factors have influence on empathy ability of medical students. Empathy is related to emotional intelligence, personality, parental rearing style and interpersonal relationship. The intervention of Balint group can effectively improve the empathy ability of medical students.
【学位授予单位】：安徽医科大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：B842.6

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