【摘要】：目的:評估巴林特小組模式對醫(yī)學(xué)生共情和人際信任水平的作用。方法:采用自愿報名的方式,選取某醫(yī)學(xué)院臨床專業(yè)420名大三學(xué)生,每人填寫大學(xué)生共情能力問卷和人際信任問卷各1份,在共情總分低于120分,同時人際信任水平總分低于75分者中招募30名志愿者,隨機納入巴林特組和對照組,巴林特組和對照組各15人。對巴林特組開展以提高共情和人際信任能力為目標的巴林特小組模式干預(yù),每周1次,共10次。研究過程中巴林特組脫落3人。對照組暫不進行任何干預(yù)。在10次巴林特小組干預(yù)結(jié)束后第二天及干預(yù)結(jié)束6個月后,使用大學(xué)生共情能力問卷和人際信任量表評價干預(yù)效果。結(jié)果:訓(xùn)練前,巴林特組和對照組共情能力總分和人際信任總分的基線值沒有差異(P0.05)。10次干預(yù)后,巴林特組的評分結(jié)果與基線值比較,共情總分和人際信任總分均高于基線值,差異有顯著統(tǒng)計學(xué)意義;對照組的評分結(jié)果與基線值比較,共情總分與人際信任總分均無顯著差異(P0.05);10次巴林特小組活動后,巴林特組和對照組兩組間比較,共情總分與人際信任總分均高于對照組,差異有顯著統(tǒng)計學(xué)意義。在巴林特小組活動結(jié)束6個月后進行追蹤評估,發(fā)現(xiàn)巴林特組的共情總分高于基線值,差異有顯著統(tǒng)計學(xué)意義;人際信任總分與基線值相比,差異無顯著統(tǒng)計學(xué)意義(P0.05);巴林特組與對照組兩組間比較,巴林特組共情總分高于對照組,兩組間人際信任總分的差異無顯著統(tǒng)計學(xué)意義(P0.05)。結(jié)論:巴林特小組可以有效提高醫(yī)學(xué)生的共情能力和人際信任水平,但其提高人際信任水平的遠期效果有待于進一步探索。
[Abstract]:Objective: to evaluate the effect of Balint group model on empathy and interpersonal trust among medical students. Methods: a total of 420 junior students of clinical major in a medical college were enrolled voluntarily. Each of them filled out one questionnaire for empathy and one questionnaire for interpersonal trust. The total score of empathy was less than 120 points. At the same time, 30 volunteers were recruited into Balint group and control group, 15 in Balint group and 15 in control group in which the total score of interpersonal trust was less than 75. Balint group intervention was conducted once a week for 10 times in Balint group with the aim of improving empathy and interpersonal trust ability. In the course of the study, 3 patients were lost in Balint group. There was no intervention in the control group. On the second day after 10 Balint group interventions and 6 months after the intervention, college students' empathy ability questionnaire and interpersonal trust scale were used to evaluate the effect of intervention. Results: before training, there was no difference between Balint group and control group in the total score of empathy ability and the total score of interpersonal trust (P0.05). After 10 interventions, the score of Balint group was compared with the baseline value, the total score of empathy and interpersonal trust was higher than the baseline value. There was no significant difference between the score of the control group and the baseline value (P0.05). After 10 Balint group activities, there was no significant difference between the Balint group and the control group. The total score of empathy and interpersonal trust were significantly higher than that of the control group. Six months after the end of Balint group activities, we found that the total score of empathy in Balint group was higher than the baseline value, the difference was statistically significant, and the total score of interpersonal trust was higher than the baseline value. There was no significant difference between the two groups (P0.05); compared with the control group, the total score of the Balint group was higher than that of the control group, and there was no significant difference in the total score of interpersonal trust between the two groups (P0.05). Conclusion: Balint group can effectively improve the empathy ability and interpersonal trust level of medical students, but the long-term effect of improving interpersonal trust level needs to be further explored.
【作者單位】： 皖南醫(yī)學(xué)院心理學(xué)教研室;無錫市精神衛(wèi)生中心;
【基金】：2017年安徽省高校人文社科重點研究基地項目“大學(xué)生抑郁現(xiàn)狀、影響因素及巴林特小組干預(yù)模式研究”(項目編號:SK2017A0209)
【分類號】：G444

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1 董亞歌;巴林特小組對提升大學(xué)生人際關(guān)系的效果研究[D];皖南醫(yī)學(xué)院;2016年

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