坏消息:医学学生的积极学习方法
Laura Polivka1, C Delcour2, H Dufresne3
1Department of Dermatology, Reference Center for Genodermatoses (MAGEC), Necker Hospital for Sick Children, Assistance Publique-Hôpitaux de Paris (AP-HP), Paris Cité University, 149 rue de Sèvres, Paris, EU, 75015, France. laura.polivka@aphp.fr.
BMC medical education
|September 12, 2024
概括
一个新的积极学习课程显著提高了医学学生的坏消息的能力,客观结构化临床检查 (OSCE) 的更高得分证明了这一点. 与传统方法相比,这种培训提高了沟通技巧.
科学领域:
- 医疗教育 医学教育
- 沟通技巧培训 培训 沟通技巧培训
- 临床实践 临床实践
背景情况:
- 打破坏消息是一个关键的,但具有挑战性的医学沟通技巧.
- 评估新型培训方法的有效性对于医学教育至关重要.
- 医学五年级学生需要有针对性的培训,以传递困难的新闻.
研究的目的:
- 评估一个新的积极学习课程对打破坏消息的相关性和影响.
- 通过主动学习培训的学生的沟通技巧与传统方法进行比较.
- 评估基于讨论的多学科研讨会的有效性.
主要方法:
- 为干预小组开发了一个多学科的积极学习研讨会.
- 对照组接受了标准的大学培训,没有额外的干预.
- 学生的成绩使用总结性的客观结构化临床检查 (OSCE) 以沟通技巧为重点进行评估.
主要成果:
- 干预组获得的OSCE分数 (10.49/15) 比对照组 (7.80/15) 高得多.
- 干预组中显著更高比例的学生 (88.2%) 被认为已经接受了额外的培训.
- 两组之间在自尊或同理心得分上没有发现显著差异.
结论:
- 新的积极学习方法来打破坏消息显著提高了学生在OSCE总结测试中的表现.
- 这种方法在提高基本的医疗沟通技能的方面显示出前景.
- 建议进行进一步的验证研究,以长期证实这些发现.
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