Helfer R E, Black M A, Teitelbaum H
Pediatrics. 1975 Mar;55(3):397-400.
In order to allay concerns about using simulators as opposed to real mothers for teaching and evaluating interviewing skills, a study was designed to test for differences in students' approaches when interviewing simulated and real mothers. Three mothers were trained to give their own children's histories consistently and two mothers trained to simulate a history. Thirty third-year medical students conducted two interviews which were audiotaped. Students were told the nature of the study and whether the mother was real or simulated. One half of the time the mothers were presented as simulators and one half of the time the simulators were presented as mothers. The variable of order was controlled. An objective checklist containing 70 to 80 bits of organic and personal data per case and an interaction analysis (with an average of 285 interactions per interview) were utilized to measure the content material gathered and the approach used by the students. The data were analyzed using an analysis of variance (ANOVA) technique. All but 1 of the 55 null hypotheses were accepted, i.e., no significant differences were found. The Use of Simulation for Teaching and Evaluating Interviewing Skills Provides a Valid Experience.
为了消除在教学和评估问诊技巧时使用模拟患者而非真实母亲所带来的顾虑，设计了一项研究来测试学生在问诊模拟母亲和真实母亲时方法上的差异。培训了三位母亲，使其能够始终如一地讲述自己孩子的病史，还培训了两位母亲模拟病史。30名三年级医学生进行了两次问诊，并进行了录音。学生们被告知研究的性质以及母亲是真实的还是模拟的。母亲们一半时间被呈现为模拟患者，另一半时间模拟患者被呈现为母亲。问诊顺序这一变量得到了控制。使用一份客观清单（每个病例包含70到80条关于机体和个人的数据）以及交互分析（每次问诊平均有285次交互）来衡量学生收集的内容材料和所采用的方法。使用方差分析（ANOVA）技术对数据进行分析。55个原假设中除1个外均被接受，即未发现显著差异。使用模拟患者进行教学和评估问诊技巧能提供有效的体验。
