虚拟和现场欧安组织高级沟通技能的比较:医学学生汇报成绩单的定性见解
Alex Choi1, Tanya D Murtha2, Laura J Morrison1
1Department of Medicine, Yale School of Internal Medicine, New Haven, CT, USA.
Journal of medical education and curricular development
|January 22, 2025
概括
虚拟高级沟通技巧欧安组织提供了与面对面的格式相似的主题. 然而,在虚拟环境中,学生更多地关注案例内容,少关注挑战,这可能会阻碍体验式学习.
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
- 虚拟学习环境 虚拟学习环境
背景情况:
- 客观结构化临床检查 (OSCE) 对于评估临床技能至关重要.
- 先进的沟通技巧对于有效的患者护理至关重要.
- 转向虚拟学习需要评估其对欧安组织的影响.
研究的目的:
- 为了比较后欧安组织解读报告中面对面和虚拟高级沟通技巧之间的定性主题和讨论比率.
- 识别学生与案例内容,情感反应,反和反思在虚拟与现场欧安组织格式的参与的差异.
主要方法:
- 对欧安组织后高级医学学生汇报记录的专题分析.
- 两个队伍的比较:2019年面对面和2021年虚拟高级沟通技巧.欧安组织.
- 与确定的主题和子主题相关的评论比率的定量比较.
主要成果:
- 同样的主要主题 (案例审查,情绪反应,反,反思) 和子主题在虚拟和面对面的欧安组织会议中都被发现.
- 虚拟的欧安组织显示,对案例审查的评论比例较低 (P < .0001),更多地关注内容,少关注挑战 (P < .0001).
- 与情绪反应,反和反思相关的评论比率没有显著差异.
结论:
- 虚拟高级沟通技巧 欧安组织保持与面对面格式的定性主题一致性.
- 在虚拟的欧安组织中,医学学生可能会遇到经验和反思性学习的困难,更多地关注事实上的案例细节.
- 由于认知负载或虚拟通信的局限性,虚拟格式可能对反射观察技能构成挑战.
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