使用虚拟患者支持在医疗保健教育中的同理心培训:一项探索性研究
Alan Gilbert1, Stephanie Carnell, Benjamin Lok
1From the University of Auckland (A.G., A.M.), Auckland, New Zealand; University of Florida (S.C., B.L.), Gainesville, FL; and University of Central Florida (S.C.), Orlando, FL.
概括
智能虚拟患者为语音病理学学生提供一个安全的空间来练习同情心. 虽然学生承认患者的感受,但在这个模拟研究中,表达共同经验并不常见.
科学领域:
- 医学教育 医学教育
- 沟通技巧培训 培训 沟通技巧培训
- 人与计算机的交互
背景情况:
- 同理心对于有效的患者护理至关重要,但在实践中往往不够理想.
- 智能虚拟患者模拟为同理心培训提供了一个有希望的途径.
- 这项研究使用虚拟患者模拟来研究语音病理学学生的同理心.
研究的目的:
- 探索语音病理学学生在虚拟患者模拟中表现出的同情心质量.
- 评估虚拟患者模拟作为同理心发展教育工具的有效性.
主要方法:
- 利用7点的同理心沟通编码系统 (ECCS) 来分析72名学生的388个同理心反应.
- 这些数据是通过对四个学生队伍进行为期12周的虚拟患者访谈系列收集的.
- 在不同年龄组,学期和不同虚拟患者场景中比较同情心得分.
主要成果:
- 移情通信编码系统 (ECCS) 的中位数为6分之4,大多数学生 (89%) 的得分在2级和5级之间.
- 学生经常承认患者的情绪,并提供解决方案或放心.
- 观察到不常见的共享感受或经验 (9%的得分为6级).
结论:
- 虚拟患者模拟提供了一个安全的环境来练习同情心技能,补充传统的学习方法.
- 这些发现支持通过更大规模的受控试验进行进一步的研究.
- 教师可以利用这些见解来设计各种虚拟患者场景,以加强同情心培训.
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