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在模拟药房教育中使用语言沟通策略 (和强化器)
Natalie Cheung1, Averil Grieve2, Kyle Wilby3
1Communication in Health Professions Education Unit (COHPE), Monash University, Caulfield, VIC 3145, Australia; Pharmacy Department, Austin Health, Heidelberg, VIC 3084, Australia.
药学学生使用更多的, 而不是强化器. 良好的沟通者与较差的沟通者不同,调整了医生和护理人员之间的对冲使用,影响了客观结构化临床检查 (OSCE) 的成绩.
科学领域:
- 语言学
- 沟通研究
- 药学教育
背景情况:
- 和强化器是影响礼貌和面对需求的语言策略.
- 有效的沟通对于医疗保健的共同决策至关重要.
- 目的 结构化临床检查 (OSCE) 评估临床和沟通技巧.
研究的目的:
- 研究药学学生使用的语言策略 (对冲,强化器).
- 分析这些战略对欧安组织的沟通成绩的影响.
- 探索学生沟通表现与礼貌理论之间的联系.
主要方法:
- 对欧安组织视频进行回顾性队列研究.
- 对冲和强化剂的总体内容分析.
- 在不同沟通等级 (差,平均,好) 中对语言策略进行统计比较.
主要成果:
- 学生在医生和护理人员的帮助下使用的要多得多.
- 模态辅助动词是最常见的对冲;高强度的副词是最常见的强化词.
- 较高分数的学生与较低分数的学生不同,
结论:
- 药学学生经常在做推时使用.
- 不同的对冲使用与更高的欧安组织沟通等级相关.
- 这些发现可以为药学学生和考官提供沟通培训.
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