To compare the influence of traditional and psychological-ideological-political-assistant teaching methods in the learning effect and the doctor-patient communication ability of the standardized-training residents of nephrology.

Thirty-six standardized-training physicians in nephrology department of our hospital from September 2019 to September 2020 were enrolled, and were randomly assigned to control group and observation group with 18 students each. The observation group received the psychological-ideological-political-assistant teaching method, while the control group received the traditional teaching method. The scores of theoretical knowledge and practical operation were achieved via theory test and practical skill assessment. The results of patients′ satisfaction indicators were acquired via questionnaire survey. The SEGUE scale was used by the teachers to evaluate the doctor-patient communication ability of the trainees. The SPSS 20.0 software was used for statistical analysis.

After 4 weeks of teaching, the results of theoretical knowledge (P=0.001) and practical operation (P<0.05) of the observation group were significantly better than those of the control group. The observation group also showed significantly better doctor-patient communication ability, including communication-establishing skills (P<0.001), information-providing skills (P=0.001), patient-evaluating skills (P=0.001), and conversation-ending skills (P<0.05), as well as better patients′ satisfaction (P<0.05).

For physicians of the standardized-training in nephrology, the auxiliary teaching method of psychological-ideological-political education effectively improved their academic performance and doctor-patient communication ability, which may have certain significance for reference and teach-guiding.