Brennan C., Thistlethwaite J.E., Williams C.J.
School of Medicine, University of Leeds, UK.
Med Teach. 2001 Jan;23(1):65-70. doi: 10.1080/0142159002005622.
Medical students' ability to take a meaningful psychosocial history has been shown to decline during clinical training. We postulated that psychosocial histories are given a low priority in busy clinical attachments. The aim of this study was to identify factors that affect how medical students gain skills in psychosocial assessment. A random sample of 37 students filled in a questionnaire before and after their introductory course, and they were asked to keep a logbook of their experiences of teaching about psychosocial history taking. There were 504 teaching experiences recorded of which less than half were positive. Negative experiences often related to poor communication by clinicians. At the end of the course less than half the students felt confident in taking a psychosocial history. To improve doctors' skills in this important area we suggest that teaching in psychosocial history taking should be made explicit, as an integrated part of the overall assessment of a patient.
医学生进行有意义的社会心理病史采集的能力在临床培训期间已被证明会下降。我们推测，在繁忙的临床实习中，社会心理病史的优先级较低。本研究的目的是确定影响医学生获得社会心理评估技能的因素。随机抽取37名学生在入门课程前后填写问卷，并要求他们记录有关社会心理病史采集教学经历的日志。共记录了504次教学经历，其中不到一半是积极的。负面经历往往与临床医生沟通不良有关。课程结束时，不到一半的学生对进行社会心理病史采集感到自信。为了提高医生在这一重要领域的技能，我们建议将社会心理病史采集教学明确作为对患者全面评估的一个组成部分。
