以人为本理念融入诊断听力学课程的探索性研究

蒋雯; 刘稳

doi:10.3969/j.issn.1672-4933.2025.06.004

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以人为本理念融入诊断听力学课程的探索性研究

以人为本的听力学康复和干预 | 更新时间：2026-07-11

- 以人为本理念融入诊断听力学课程的探索性研究
- A Pilot Study of Person-Centered Care in the Diagnostic Audiology Curriculum
- 中国听力语言康复科学杂志 2025年23卷第6期页码：573-576
- 作者机构：
  
  1.徐州医科大学第二临床医学院/江苏省人工听觉工程研究中心/以人为本听力康复研究中心徐州 221004
  2.徐州医科大学附属医院耳鼻咽喉及头颈外科临床听力中心徐州 221006
- 作者简介：
  
  蒋雯博士讲师；研究方向：PCC听力康复
  刘稳，E-mail： liuwen1972@163.com
- 基金信息：
- DOI：10.3969/j.issn.1672-4933.2025.06.004
  中图分类号： R764.5
- 收稿：2025-09-18，
  
  纸质出版：2025-11-15
- 稿件说明：
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蒋雯,刘稳.以人为本理念融入诊断听力学课程的探索性研究[J].中国听力语言康复科学杂志,2025,23(06):573-576.

JIANG Wen,LIU Wen.A Pilot Study of Person-Centered Care in the Diagnostic Audiology Curriculum[J].Chinese Scientific Journal of Hearing and Speech Rehabilitation,2025,23(06):573-576.
蒋雯,刘稳.以人为本理念融入诊断听力学课程的探索性研究[J].中国听力语言康复科学杂志,2025,23(06):573-576. DOI： 10.3969/j.issn.1672-4933.2025.06.004.

JIANG Wen,LIU Wen.A Pilot Study of Person-Centered Care in the Diagnostic Audiology Curriculum[J].Chinese Scientific Journal of Hearing and Speech Rehabilitation,2025,23(06):573-576. DOI： 10.3969/j.issn.1672-4933.2025.06.004.

摘要

目的

探索以人为本（person-centered care，PCC）理念在诊断听力学课程中的融入方式与教学效果，为医学人文教育提供实践依据。

方法

以听力与言语康复学专业2023级26名本科生为研究对象，在14周课程中将PCC六大核心要素贯穿理论课、实验课和案例教学。课程前后发放问卷，涵盖诊断技能与沟通能力７个维度，采用Likert 3分量表，以Wilcoxon符号秩检验进行比较；同时开展课程满意度调查。

结果

学生在PCC理论认知、纯音测听、言语测听、声导抗、电生理测试、耳声发射、耳鸣评估及沟通技能等方面均显著提升（

＝0.66～0.87，

0.001）。课程满意度为100%（95%

：0.87～1.00），学生反馈主要集中于增加案例多样性、沟通训练和临床观察机会。

结论

本研究初步验证了PCC理念在诊断听力学课程中的可行性，其有助于促进学生专业技能与人文素养的协同发展，需通过随机对照与长期随访进一步验证。

Abstract

Objective

To explore the integration of the Person-Centered Care (PCC) concept into the Diagnostic Audiology course and assess its teaching effectiveness in providing medical humanistic education.

Methods

Twenty-six undergraduate students majoring in Hearing and Speech Rehabilitation (class of 2023) were included. Over a 14-week course

the six core elements of PCC were embedded throughout lectures

laboratory sessions

and case-based teaching. Structured questionnaires covering seven domains (diagnostic skills and communication competence) were administered before and after the course. A 3-point Likert scale was used

and comparisons were analyzed with the Wilcoxon signed-rank test. Course satisfaction was also evaluated.

Results

The students demonstrated significant improvements in PCC knowledge

pure-tone audiometry

speech audiometry

oustic immittance

auditory-evoked potentials

otoacoustic emissions

tinnitus assessment

and communication skills (

＝0.66～0.87

0.001). Overall course satisfaction was 100%(95%

:0.87～1.00). Open-ended feedback emphasized the need for more diverse case scenarios

enhanced communication training

and additional clinical observation opportunities.

Conclusion

This pilot study provides preliminary evidence that systematically embedding PCC into a diagnostic audiology curriculum is feasible and may foster the coordinated development of students' professional skills and humanistic competencies. Further verification with randomized and longitudinal studies is needed.

关键词

Keywords

references

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