评分背后的故事:一种混合方法研究沟通技能的自我评估
Ghaith Alfakhry1, Ariel Lindorff2, Abdul Karim Ismail2
1Department of Education, University of Oxford, Oxford, United Kingdom; Association for Medical Education in Syria, Damascus, Syria.
Patient education and counseling
|January 8, 2026
概括
结构化的自我评估显著改善了牙科学生的沟通技巧和自我意识. 这种教育实践为教育工作者提供了有价值的见解,以提高临床沟通表现,并了解自我评估评分的含义.
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
- 牙科教育 牙科教育
背景情况:
- 在临床教育中,沟通技巧是必不可少的.
- 自我评估是开发核心能力的公认工具.
- 了解在不同临床环境中自我评估的细微差别至关重要.
研究的目的:
- 评估自我评估对牙科学生沟通技能的发展的影响.
- 探索自我评估得分的潜在含义和影响因素.
- 为优化临床教育中的自我评估提供实际建议.
主要方法:
- 根据卡尔加里 - 剑桥指南开发并验证了一种跨文化评估工具.
- 采用混合方法设计,与54名牙科最后一年的学生合作.
- 利用了对沟通表现的定量评估和半结构面试的定性主题分析.
主要成果:
- 随着时间的推移,患者评估的沟通技能的显著改善 (P < 0.001,部分 η2 = 0.184).
- 自我评估导致学生自我意识和自我控制的增加.
- 影响得分的因素包括主观实践,患者 - 牙医动态和自我反思.
结论:
- 结构化自我评估是提高沟通技能的有效教育策略.
- 该研究提供了对自我评估分数的解释的深入见解.
- 结果为学生,教育工作者和课程开发人员提供建议,以提高沟通表现.
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