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Published on: February 16, 2011

医学学生对建立有效的临床沟通的看法:一个定性研究

Kathryn Veazey¹, Andrew Notebaert², Ellen M Robertson³

¹Department of Neurobiology and Anatomy, Drexel University College of Medicine, 50 Innovation Way, Wyomissing, PA, 19610, USA. kv452@drexel.edu.

Advances in health sciences education : theory and practice

|August 14, 2025

概括

医学学生认为影响临床沟通的六个关键因素,包括身份,偏见和信任. 了解这些元素可以增强沟通技巧培训,以便更好地照顾患者.

科学领域:

医疗教育医学教育
卫生沟通健康沟通
定性研究是指质量研究.

背景情况:

有效的患者-提供者沟通对于医疗保健质量至关重要.
尽管专注了几十年,但医疗学员仍然在临床沟通方面扎.
医学学生对沟通发展的看法存在有限的定性研究.

研究的目的:

探索医学学生对影响有效临床沟通的因素的看法.
从学生的角度来看,了解这些影响因素如何随着时间的推移而演变.
开发医学学生感知临床沟通的初步模型.

主要方法:

质量研究涉及22名医学学生的采访.
采访于2021年8月至2022年5月期间在密西西比大学医学中心进行.
分析使用演,归纳和分类编码来识别主题.

主要成果:

确定了六个影响因素:个人身份,偏见/假设,规范/期望,语言,情节性背景和舒适性/信任.
确定了一个关键的影响:个人身份的演变.
建立了一个初步模型,说明医学学生对有效临床沟通的看法.

结论:

开发的模型可以为医学教育工作者提供信息,帮助他们创建新的课程,评估和教学策略.
改善临床沟通培训可能特别有利于面临少数群体压力或系统压迫的学生.
解决已识别的因素可以增强临床沟通能力的获得和表现.

关键词:

身份一致性身份一致性跨学科的跨学科性医学教育医学教育少数民族的压力是压力.

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