实施一个课程的沟通诊断的不确定性为文员级别的医学学生:一个伪随机和受控的研究
Neha Bansal Etherington1, Casey N McQuade2, Amar Kohli2
1Department of Medicine, Lewis Katz School of Medicine at Temple University, Philadelphia PA, USA.
Diagnosis (Berlin, Germany)
|May 27, 2025
概括
接受了诊断不确定性沟通培训的医学学生表现出更好的技能. 该课程提高了他们与患者讨论不确定性的能力,这是医生至关重要的技能.
科学领域:
- 医学教育 医学教育
- 沟通技巧 沟通技巧 这些技巧
- 诊断不确定性 诊断不确定性
背景情况:
- 医生往往缺乏正式培训,无法向患者传达诊断的不确定性.
- 需要建立时间和教育策略的最佳实践.
- 有效地沟通不确定性对于患者的信任和共同决策至关重要.
研究的目的:
- 开发,实施和评估医学学生的课程,以沟通诊断不确定性.
- 评估课程对学生技能和对不确定性的容忍度的影响.
- 确定这种培训的可行性和学生接受度.
主要方法:
- 一个伪随机的受控研究,涉及医学学生在他们的内部医学职员期间.
- 干预组接受了关于沟通诊断不确定性的课程;对照组没有.
- 学生完成了医生对不确定性反应量表 (PRUS) 和客观结构化临床检查 (OSCE).
主要成果:
- 干预组的学生在欧安组织上取得的得分明显更高 (14.3比12.17,p<0.001).
- 两组都显示PRUS得分增加,表明对不确定性的容忍度提高,两组之间没有显著差异.
- 97.7%的学生同意,关于不确定性的课程应该是医学培训的一部分.
结论:
- 关于沟通不确定性的课程显著提高了医学学生在这个领域的技能.
- 所有学生都经历了与不确定性相关的压力下降,可能是由于职工成熟和暴露.
- 这些发现支持将不确定性沟通培训纳入医学教育.
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