物理治疗学生在标准化患者检查期间的沟通技能的关系和专业的领域表现在第一次全职临床经验:一个探索性队列研究
Darryl Young1, Marissa Hanlon1, Carol Recker-Hughes1
1College of Health Professions, Department of Physical Therapy Education, SUNY Upstate Medical University, Syracuse, NY, USA.
Journal of clinical education in physical therapy
|December 17, 2025
概括
修改后的Gap Kalamazoo沟通技巧评估表格 (mGKCSAF) 有效地评估物理治疗学生在临床经验之前的沟通技巧,当被标准化患者评价时. 学生的自我评价低于标准化患者和临床教师的自我评价.
科学领域:
- 医学教育 医学教育
- 物理治疗培训 物理治疗培训
- 沟通技能的评估 沟通技能的评估
背景情况:
- 物理治疗教育需要经过验证的工具来评估学生的沟通和临床经验之前的专业行为.
- 卡拉马祖沟通技巧评估表格 (GKCSAF) 在医学教育中用于评估沟通技巧.
研究的目的:
- 检查早期临床实验 (CE1) 中标准化患者 (SP) 检查中修改的GKCSAF (mGKCSAF) 评分与临床性能仪器 2.0 (CPI) 的专业性评分之间的相关性.
- 调查SP,临床指导员 (CI) 和学生自我评估中mGKCSAF评级的差异.
主要方法:
- 对73名一年级物理治疗学生的数据进行了回顾性分析.
- 在SP考试期间使用了mGKCSAF,在CE1期间使用了CPI.
- 使用斯皮尔曼的等级顺序相关性和单向ANOVA与特斯拉Tukey的HSD测试以分析关系和评级差异.
主要成果:
- 在CE1期间发现mGKCSAF SP评级和CI CPI专业性得分之间的小,统计学上显著的相关性.
- 与SP和CI提供的评级相比,学生对mGKCSAF的自我评价明显较低.
结论:
- 在临床体验之前,mGKCSAF显示出作为评估物理治疗学生沟通技能的有效工具的潜力.
- 在这种评估背景下,标准化的患者评级对mGKCSAF的疗效至关重要.
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