Humphris G M, Kaney S
Department of Clinical Psychology, Whelan Building, The University of Liverpool, Liverpool L69 3GB, UK.
Med Educ. 2001 Mar;35(3):225-31. doi: 10.1046/j.1365-2923.2001.00869.x.
The teaching of clinical communication skills' teaching has become an important part of medical school curricula. Many undergraduate medical courses include communication skills training at various points in their curriculum. Very few reports have been published on the development of communication skills over the duration of a medical undergraduate training.
To determine the change in communication skills between early and mid-stages of the students' 5-year curriculum, and to investigate the predictive and theoretical significance of knowledge and understanding of communication skills in relation to observed performance.
Students entering as the first cohort to the new medical curriculum at Liverpool Medical School (n=207). Nine students withdrew leaving 198 students who completed two summative assessments in June 1997 (level 1) and November 1998 (level 2).
Repeated measures multivariate ANOVAS were applied to the main study data to detect any change in performance between levels 1 and 2.
An improvement in communication skills was found in medical students over 17 months of their undergraduate teaching: that is from the level 1 to the level 2 assessment. Knowledge and understanding of communication skills at initial assessment did not show the predicted association with performance at level 2.
临床沟通技能教学已成为医学院课程的重要组成部分。许多本科医学课程在其课程的不同阶段都包括沟通技能培训。关于医学本科培训期间沟通技能发展的报道极少。
确定学生五年制课程早期和中期沟通技能的变化，并调查沟通技能的知识和理解与观察到的表现之间的预测和理论意义。
利物浦医学院新医学课程的首批入学学生（n = 207）。9名学生退出，留下198名学生，他们在1997年6月（1级）和1998年11月（2级）完成了两次总结性评估。
对主要研究数据应用重复测量多元方差分析，以检测1级和2级之间表现的任何变化。
医学生在本科教学的17个月中沟通技能有所提高，即从1级评估到2级评估。初始评估时沟通技能的知识和理解与2级表现未显示出预期的关联。
