临床沟通技能的教学,实践和评估是否一致?
Sari Puspa Dewi1,2,3, Amanda Wilson4, Robbert Duvivier5,6,7
1Department of Public Health, Faculty of Medicine, Universitas Padjadjaran, Jatinangor Km. 21 Sumedang West Java, Bandung, Indonesia. spdewi@unpad.ac.id.
BMC medical education
|June 2, 2024
概括
医学学生努力将课堂沟通技巧转移到临床环境和评估中. 研究结果显示,在不同学习环境中,实践技能存在差异,这凸显了需要进一步研究的必要性.
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
- 医疗保健专业发展
背景情况:
- 课堂沟通技能的培训往往无法转化为临床实践和评估.
- 进行了一项观察性研究,以评估学生在不同学习环境中的沟通技巧.
- 该研究旨在确定在课堂,临床和评估环境中表现出的沟通技能的一致性.
研究的目的:
- 调查医学学生在课堂,临床和评估环境中的沟通技能的一致性.
- 在理论学习和实践环境之间识别技能应用中的差异.
- 为医疗教育中未来的沟通技巧教学提供信息.
主要方法:
- 一项混合方法的观察性研究,涉及四年级医学学生.
- 学生在结构化课堂课程,真实患者接触和客观结构化临床检查 (OSCE) 期间的视频录制.
- 使用卡尔加里剑桥观测指南进行评估.
主要成果:
- 与临床环境相比,学生在课堂上练习了更广泛的沟通技巧.
- 在临床环境中,优先考虑信息收集和与患者建立关系.
- 高压的欧安组织会议导致了以信息传递为重点的忙互动,限制了建立关系的机会.
结论:
- 在学生在不同学习环境中练习的沟通技巧中存在显著的 misalignment.
- 需要进一步的研究,以了解长期的技能发展,并确定有效的沟通培训的障碍/支持.
- 可能需要进行干预,以弥合理论学习和沟通技能的实际应用之间的差距.
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