Application of Scenario Simulation Combined Case Teaching Method in the Improvement of Doctor-Patient Communication Ability of Orthodontic Graduate Students

Wang Lin-na; Chang Wei-wei; Hu Li-hua; Liu Chun-yan; Ma Wen-sheng; Liu Ye; Zhu De-chao; Liu Yang; Ge Xiao-lei; Hou Yan

doi:doi:10.11648/j.her.20230806.15

Research Article |

Application of Scenario Simulation Combined Case Teaching Method in the Improvement of Doctor-Patient Communication Ability of Orthodontic Graduate Students

Wang Lin-na, Chang Wei-wei, Hu Li-hua, Liu Chun-yan, Ma Wen-sheng, Liu Ye, Zhu De-chao, Liu Yang, Ge Xiao-lei, Hou Yan^*

Published in Higher Education Research (Volume 8, Issue 6)

Received: 6 November 2023 Accepted: 30 November 2023 Published: 6 December 2023

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Abstract

Objective: To investigate the application on scenario simulation combined case teaching method of the doctor-patient communication skills in orthodontic graduate students. Methods: The orthodontic graduate students were trained with doctor-patient communication skills. All residents were randomly divided into control group (N=20) and the experimental group (N=20). The control group used the traditional lecture-style teaching methods. The experimental group used scenario simulation teaching combined case teaching method. To apply the Chinese Version of Liverpool Communication Skills Assessment Scale (LCSAS) to evaluate the communication skills of residents, compare the differences between the two groups in front of their own training and post-training, as well as the differences in the two groups after training. Assessing the degree of satisfaction of patients and compare the results; and to investigate the extent of recognition of residency scenario simulation teaching and case teaching method in teaching doctor-patient communication skills training in residency applications. Results: Comparing of experimental group and control group scores after the different training methods, experimental group scored significantly higher than control group (27.26 ± 3.75 vs 12.81 ± 5.18), and the difference was statistically significant (P<0.01). Patient satisfaction survey results showed that, in terms of the clear and complete condition explained by the doctor, the difference between the two groups was not statistically significant (P >0.05); in the language of physicians kind, showing compassion, the patient can be respected and integrated communication capabilities, the experimental group was significantly higher than control group scores, and the difference was statistically significant (P <0.05); Survey showed that 100% of the residents acknowledged the scenario simulation combined case teaching method, and which can improved doctor-patient communication skills. 95% of orthodontic graduate students believed that this teaching method can deepen the mastery of theoretical knowledge and improve the learning ability and thinking ability. Conclusions: Scenario simulation combined case teaching method could improve the doctor-patient communication skills of orthodontic graduate students, and also reduce the risk of medical disputes.

Published in	Higher Education Research (Volume 8, Issue 6)
DOI	10.11648/j.her.20230806.15
Page(s)	242-246
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2023. Published by Science Publishing Group

Keywords

Orthodontic, Graduate Students, Doctor-Patients Communication, Scenario Simulation Teaching, Case Teaching

References

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APA Style

Lin-na, W., Wei-wei, C., Li-hua, H., Chun-yan, L., Wen-sheng, M., et al. (2023). Application of Scenario Simulation Combined Case Teaching Method in the Improvement of Doctor-Patient Communication Ability of Orthodontic Graduate Students. Higher Education Research, 8(6), 242-246. https://doi.org/10.11648/j.her.20230806.15

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ACS Style

Lin-na, W.; Wei-wei, C.; Li-hua, H.; Chun-yan, L.; Wen-sheng, M., et al. Application of Scenario Simulation Combined Case Teaching Method in the Improvement of Doctor-Patient Communication Ability of Orthodontic Graduate Students. High. Educ. Res. 2023, 8(6), 242-246. doi: 10.11648/j.her.20230806.15

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AMA Style

Lin-na W, Wei-wei C, Li-hua H, Chun-yan L, Wen-sheng M, et al. Application of Scenario Simulation Combined Case Teaching Method in the Improvement of Doctor-Patient Communication Ability of Orthodontic Graduate Students. High Educ Res. 2023;8(6):242-246. doi: 10.11648/j.her.20230806.15

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@article{10.11648/j.her.20230806.15,
  author = {Wang Lin-na and Chang Wei-wei and Hu Li-hua and Liu Chun-yan and Ma Wen-sheng and Liu Ye and Zhu De-chao and Liu Yang and Ge Xiao-lei and Hou Yan},
  title = {Application of Scenario Simulation Combined Case Teaching Method in the Improvement of Doctor-Patient Communication Ability of Orthodontic Graduate Students},
  journal = {Higher Education Research},
  volume = {8},
  number = {6},
  pages = {242-246},
  doi = {10.11648/j.her.20230806.15},
  url = {https://doi.org/10.11648/j.her.20230806.15},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.her.20230806.15},
  abstract = {Objective: To investigate the application on scenario simulation combined case teaching method of the doctor-patient communication skills in orthodontic graduate students. Methods: The orthodontic graduate students were trained with doctor-patient communication skills. All residents were randomly divided into control group (N=20) and the experimental group (N=20). The control group used the traditional lecture-style teaching methods. The experimental group used scenario simulation teaching combined case teaching method. To apply the Chinese Version of Liverpool Communication Skills Assessment Scale (LCSAS) to evaluate the communication skills of residents, compare the differences between the two groups in front of their own training and post-training, as well as the differences in the two groups after training. Assessing the degree of satisfaction of patients and compare the results; and to investigate the extent of recognition of residency scenario simulation teaching and case teaching method in teaching doctor-patient communication skills training in residency applications. Results: Comparing of experimental group and control group scores after the different training methods, experimental group scored significantly higher than control group (27.26 ± 3.75 vs 12.81 ± 5.18), and the difference was statistically significant (P0.05); in the language of physicians kind, showing compassion, the patient can be respected and integrated communication capabilities, the experimental group was significantly higher than control group scores, and the difference was statistically significant (P Conclusions: Scenario simulation combined case teaching method could improve the doctor-patient communication skills of orthodontic graduate students, and also reduce the risk of medical disputes.
},
 year = {2023}
}

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TY  - JOUR
T1  - Application of Scenario Simulation Combined Case Teaching Method in the Improvement of Doctor-Patient Communication Ability of Orthodontic Graduate Students
AU  - Wang Lin-na
AU  - Chang Wei-wei
AU  - Hu Li-hua
AU  - Liu Chun-yan
AU  - Ma Wen-sheng
AU  - Liu Ye
AU  - Zhu De-chao
AU  - Liu Yang
AU  - Ge Xiao-lei
AU  - Hou Yan
Y1  - 2023/12/06
PY  - 2023
N1  - https://doi.org/10.11648/j.her.20230806.15
DO  - 10.11648/j.her.20230806.15
T2  - Higher Education Research
JF  - Higher Education Research
JO  - Higher Education Research
SP  - 242
EP  - 246
PB  - Science Publishing Group
SN  - 2578-935X
UR  - https://doi.org/10.11648/j.her.20230806.15
AB  - Objective: To investigate the application on scenario simulation combined case teaching method of the doctor-patient communication skills in orthodontic graduate students. Methods: The orthodontic graduate students were trained with doctor-patient communication skills. All residents were randomly divided into control group (N=20) and the experimental group (N=20). The control group used the traditional lecture-style teaching methods. The experimental group used scenario simulation teaching combined case teaching method. To apply the Chinese Version of Liverpool Communication Skills Assessment Scale (LCSAS) to evaluate the communication skills of residents, compare the differences between the two groups in front of their own training and post-training, as well as the differences in the two groups after training. Assessing the degree of satisfaction of patients and compare the results; and to investigate the extent of recognition of residency scenario simulation teaching and case teaching method in teaching doctor-patient communication skills training in residency applications. Results: Comparing of experimental group and control group scores after the different training methods, experimental group scored significantly higher than control group (27.26 ± 3.75 vs 12.81 ± 5.18), and the difference was statistically significant (P0.05); in the language of physicians kind, showing compassion, the patient can be respected and integrated communication capabilities, the experimental group was significantly higher than control group scores, and the difference was statistically significant (P Conclusions: Scenario simulation combined case teaching method could improve the doctor-patient communication skills of orthodontic graduate students, and also reduce the risk of medical disputes.

VL  - 8
IS  - 6
ER  -

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Author Information

Wang Lin-na

Hebei Clinical Research Center for Oral Diseases, Hebei Key Laboratory of Stomatology, Department of Orthodontics, School and Hospital of Stomatology, Hebei Medical University, Shijiazhuang, China

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Chang Wei-wei

Hebei Clinical Research Center for Oral Diseases, Hebei Key Laboratory of Stomatology, Department of Orthodontics, School and Hospital of Stomatology, Hebei Medical University, Shijiazhuang, China

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Hu Li-hua

Hebei Clinical Research Center for Oral Diseases, Hebei Key Laboratory of Stomatology, Department of Orthodontics, School and Hospital of Stomatology, Hebei Medical University, Shijiazhuang, China

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Liu Chun-yan

Hebei Clinical Research Center for Oral Diseases, Hebei Key Laboratory of Stomatology, Department of Orthodontics, School and Hospital of Stomatology, Hebei Medical University, Shijiazhuang, China

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Ma Wen-sheng

Hebei Clinical Research Center for Oral Diseases, Hebei Key Laboratory of Stomatology, Department of Orthodontics, School and Hospital of Stomatology, Hebei Medical University, Shijiazhuang, China

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Liu Ye

Hebei Clinical Research Center for Oral Diseases, Hebei Key Laboratory of Stomatology, Department of Orthodontics, School and Hospital of Stomatology, Hebei Medical University, Shijiazhuang, China

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Zhu De-chao

Hebei Clinical Research Center for Oral Diseases, Hebei Key Laboratory of Stomatology, Department of Orthodontics, School and Hospital of Stomatology, Hebei Medical University, Shijiazhuang, China

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Liu Yang

Hebei Clinical Research Center for Oral Diseases, Hebei Key Laboratory of Stomatology, Department of Orthodontics, School and Hospital of Stomatology, Hebei Medical University, Shijiazhuang, China

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Ge Xiao-lei

Hebei Clinical Research Center for Oral Diseases, Hebei Key Laboratory of Stomatology, Department of Orthodontics, School and Hospital of Stomatology, Hebei Medical University, Shijiazhuang, China

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Hou Yan

Hebei Clinical Research Center for Oral Diseases, Hebei Key Laboratory of Stomatology, Department of Orthodontics, School and Hospital of Stomatology, Hebei Medical University, Shijiazhuang, China

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Plain Text BibTeX RIS

APA Style

Lin-na, W., Wei-wei, C., Li-hua, H., Chun-yan, L., Wen-sheng, M., et al. (2023). Application of Scenario Simulation Combined Case Teaching Method in the Improvement of Doctor-Patient Communication Ability of Orthodontic Graduate Students. Higher Education Research, 8(6), 242-246. https://doi.org/10.11648/j.her.20230806.15

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ACS Style

Lin-na, W.; Wei-wei, C.; Li-hua, H.; Chun-yan, L.; Wen-sheng, M., et al. Application of Scenario Simulation Combined Case Teaching Method in the Improvement of Doctor-Patient Communication Ability of Orthodontic Graduate Students. High. Educ. Res. 2023, 8(6), 242-246. doi: 10.11648/j.her.20230806.15

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AMA Style

Lin-na W, Wei-wei C, Li-hua H, Chun-yan L, Wen-sheng M, et al. Application of Scenario Simulation Combined Case Teaching Method in the Improvement of Doctor-Patient Communication Ability of Orthodontic Graduate Students. High Educ Res. 2023;8(6):242-246. doi: 10.11648/j.her.20230806.15

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@article{10.11648/j.her.20230806.15,
  author = {Wang Lin-na and Chang Wei-wei and Hu Li-hua and Liu Chun-yan and Ma Wen-sheng and Liu Ye and Zhu De-chao and Liu Yang and Ge Xiao-lei and Hou Yan},
  title = {Application of Scenario Simulation Combined Case Teaching Method in the Improvement of Doctor-Patient Communication Ability of Orthodontic Graduate Students},
  journal = {Higher Education Research},
  volume = {8},
  number = {6},
  pages = {242-246},
  doi = {10.11648/j.her.20230806.15},
  url = {https://doi.org/10.11648/j.her.20230806.15},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.her.20230806.15},
  abstract = {Objective: To investigate the application on scenario simulation combined case teaching method of the doctor-patient communication skills in orthodontic graduate students. Methods: The orthodontic graduate students were trained with doctor-patient communication skills. All residents were randomly divided into control group (N=20) and the experimental group (N=20). The control group used the traditional lecture-style teaching methods. The experimental group used scenario simulation teaching combined case teaching method. To apply the Chinese Version of Liverpool Communication Skills Assessment Scale (LCSAS) to evaluate the communication skills of residents, compare the differences between the two groups in front of their own training and post-training, as well as the differences in the two groups after training. Assessing the degree of satisfaction of patients and compare the results; and to investigate the extent of recognition of residency scenario simulation teaching and case teaching method in teaching doctor-patient communication skills training in residency applications. Results: Comparing of experimental group and control group scores after the different training methods, experimental group scored significantly higher than control group (27.26 ± 3.75 vs 12.81 ± 5.18), and the difference was statistically significant (P0.05); in the language of physicians kind, showing compassion, the patient can be respected and integrated communication capabilities, the experimental group was significantly higher than control group scores, and the difference was statistically significant (P Conclusions: Scenario simulation combined case teaching method could improve the doctor-patient communication skills of orthodontic graduate students, and also reduce the risk of medical disputes.
},
 year = {2023}
}

Copy | Download

TY  - JOUR
T1  - Application of Scenario Simulation Combined Case Teaching Method in the Improvement of Doctor-Patient Communication Ability of Orthodontic Graduate Students
AU  - Wang Lin-na
AU  - Chang Wei-wei
AU  - Hu Li-hua
AU  - Liu Chun-yan
AU  - Ma Wen-sheng
AU  - Liu Ye
AU  - Zhu De-chao
AU  - Liu Yang
AU  - Ge Xiao-lei
AU  - Hou Yan
Y1  - 2023/12/06
PY  - 2023
N1  - https://doi.org/10.11648/j.her.20230806.15
DO  - 10.11648/j.her.20230806.15
T2  - Higher Education Research
JF  - Higher Education Research
JO  - Higher Education Research
SP  - 242
EP  - 246
PB  - Science Publishing Group
SN  - 2578-935X
UR  - https://doi.org/10.11648/j.her.20230806.15
AB  - Objective: To investigate the application on scenario simulation combined case teaching method of the doctor-patient communication skills in orthodontic graduate students. Methods: The orthodontic graduate students were trained with doctor-patient communication skills. All residents were randomly divided into control group (N=20) and the experimental group (N=20). The control group used the traditional lecture-style teaching methods. The experimental group used scenario simulation teaching combined case teaching method. To apply the Chinese Version of Liverpool Communication Skills Assessment Scale (LCSAS) to evaluate the communication skills of residents, compare the differences between the two groups in front of their own training and post-training, as well as the differences in the two groups after training. Assessing the degree of satisfaction of patients and compare the results; and to investigate the extent of recognition of residency scenario simulation teaching and case teaching method in teaching doctor-patient communication skills training in residency applications. Results: Comparing of experimental group and control group scores after the different training methods, experimental group scored significantly higher than control group (27.26 ± 3.75 vs 12.81 ± 5.18), and the difference was statistically significant (P0.05); in the language of physicians kind, showing compassion, the patient can be respected and integrated communication capabilities, the experimental group was significantly higher than control group scores, and the difference was statistically significant (P Conclusions: Scenario simulation combined case teaching method could improve the doctor-patient communication skills of orthodontic graduate students, and also reduce the risk of medical disputes.

VL  - 8
IS  - 6
ER  -

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