Résumé
Objective:To explore the practical effect of the comprehensive teaching method based on King's up-to-the-standard theory on the clinical teaching of oncology department.Methods:From August 2019 to June 2020, 60 interns of oncology department were selected and randomly divided into control group and study group. The control group was given conventional clinical teaching method, and the study group was given comprehensive teaching method based on King's up-to-the-standard theory (including PBL, CBL, scenario simulation, MOOC, etc.) for 3 months. The theoretical and practical assessment results of the two groups after 3 months were compared. The post competency of the two groups before and after teaching, and the satisfaction of the two groups with the teaching mode were compared. SPSS 26.00 was used for t test and chi-square test. Results:There were significant differences in the distribution of theoretical and practical examination results between the study group and the control group ( P<0.05), and the excellent and good rate of the former was higher than that of the control group ( P<0.05). There were no significant differences in the scores of professional ethics, professional ability, interpersonal communication and team cooperation, teaching and scientific research direction between the two groups before teaching. However, the scores after teaching were higher than those before teaching, and study group had higher scores than the control group ( P<0.05). The satisfaction scores of the study group were higher than those of the control group in stimulating learning interest, promoting learning initiative, improving the ability of analyzing and solving problems, cultivating critical thinking, cultivating doctor-patient communication ability, cultivating team spirit, improving literature review ability, broadening knowledge, guiding future clinical work and enhancing self-confidence ( P<0.05). Conclusion:The application of the comprehensive teaching method based on King's up-to-the-standard theory in the clinical teaching of oncology department can improve the examination results and post competency of interns, and also improve their satisfaction.
Résumé
Objective To investigate the psychological resilience and its influencing factors among patients after hepatectomy. Methods A total of 126 cases of hepatocellular carcinoma patients undergoing surgery eradication were selected. 1 d before the patients discharged,the general information was collected, the patients were investigated by using psychological elasticity scale, medical coping questionnaire, social support rating scale, quality of life measurement scale of liver cancer patients. The correlations between variables were analyzed by using Pearson correlation analysis. The influencing factors of psychological resilience were analyzed by using multiple linear regression equation. Results The overall psychological resilience score for patients after hepatectomy was (54.73 ± 10.61) points. The psychological resilience among patients after hepatectomy was related with age, educational level and postoperative hospital stay(t=2.959,3.452,2.507,P<0.05).Pearson correlation analysis showed that the psychological resilience among patients after hepatectomy was positively correlated with the confront coping, social support score, objective support, subjective support, supportive utilization, total quality of life, physical function, psychological function and social function (r =0.208-0.429, P<0.05), while was negatively correlated with avoiding coping, resignation coping, symptoms/side effects (r =-0.187,-0.442,-0.325, P<0.05). Multivariate stepwise linear regression analysis showed that resignation coping, subjective support, objective support, physical function and postoperative time entered the regression model and explained 59.4% of all the variation. Conclusions Patients after hepatectomy had poor psychological resilience, postoperative time, resignation coping, subjective support, supportive utilization and physical function were important influencing factors.