医疗保健中的沟通,认知和能力发展:在临床干预中整合认知民族学和沟通技能培训的模式
Daria Schwalbe1,2,3, Connie Timmermann1, Trine A Gregersen1
1Center for Human Interactivity, Department of Culture and Communication, University of Southern Denmark, Odense, Denmark.
Journal of medical education and curricular development
|January 11, 2024
概括
这项研究评估了针对医疗保健专业人员的混合学习沟通技能培训计划. 调查结果强调了团队协同作用和反思对积极学习的重要性,尽管知识转移存在挑战.
科学领域:
- 医疗保健教育 医疗保健教育
- 沟通技巧培训 培训 沟通技巧培训
- 组织心理学 组织心理学
背景情况:
- 在医疗保健环境中,有效的沟通至关重要.
- 混合学习 (BL) 提供了一种灵活的专业发展方法.
- 在临床干预中整合认知,组织和交互过程是复杂的.
研究的目的:
- 开展和评估混合学习的沟通技巧培训计划.
- 研究包括认知,组织和交互过程在内的临床干预研究的设计.
- 探索研究人员和从业人员的综合方法,以支持所需的变化.
主要方法:
- 一个为期12周的混合学习沟通技巧培训计划,基于卡尔加里-剑桥指南.
- 在丹麦大学医院的一家患者诊所实施,针对所有医疗保健专业人员.
- 利用认知民族学来记录,评估和设计现场模拟培训.
主要成果:
- 13名参与者完成了该计划,从团队协同作用和反思中获得了积极的学习效应.
- 知识转移受到时间短缺,概念转移问题和参与者动机下降的阻碍.
- 负面反循环影响了培训计划的有效性.
结论:
- 提出了一种新的临床干预的三步模式,以弥合理论与实践之间的差距.
- 该模型旨在支持教育干预,刺激行为和文化变化,并使医疗保健诊所受益.
- 这种方法可能更适合于通信项目,而不是随机设置.
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