Greco M, Brownlea A, McGovern J
RDSU, School of Postgraduate Medicine and Health Sciences, University of Exeter, UK.
Med Educ. 2001 Aug;35(8):748-56. doi: 10.1046/j.1365-2923.2001.00976.x.
A general practice vocational training program.
To examine the impacts and implications of different models of systematic patient feedback on the development of general practice (GP) registrars' interpersonal skills as they progressed through a GP vocational training program.
A longitudinal study in which GP registrars were randomly assigned to three models of patient feedback: a control group and two intervention groups. The major source of data gathering was through the Doctors' Interpersonal Skills Questionnaire (DISQ) which was administered to patients immediately after their consultation.
210 GP registrars, 104 GP supervisors and 28 156 patients.
Multivariate analysis techniques (including repeated-measures analysis) tested the effectiveness of the interventions. Findings showed that systematic patient feedback at regular intervals throughout GP training resulted in sustained levels of interpersonal skills. The most significant gains in interpersonal skills for both intervention groups occurred in the earlier stages of general practice training. Most registrars found the experience of patient feedback useful for gaining a better understanding of their interpersonal skills and for identifying areas in which they needed to improve. GP supervisors valued the opportunity to receive patient feedback themselves and found the activity a useful adjunct to their preceptor role.
Patients, by providing feedback on doctors' interpersonal skills, have been able to contribute to improving the quality of the patient-doctor interaction. GP registrars and their supervisors value highly the role of patient feedback in interpersonal skill development.
一项全科医学职业培训项目。
探讨不同模式的系统性患者反馈对全科医学（GP）住院医师在全科医学职业培训项目中人际技能发展的影响及意义。
一项纵向研究，将GP住院医师随机分配到三种患者反馈模式：一个对照组和两个干预组。主要数据收集来源是通过《医生人际技能问卷》（DISQ），该问卷在患者咨询后立即发放给他们。
210名GP住院医师、104名GP督导员和28156名患者。
多变量分析技术（包括重复测量分析）测试了干预措施的有效性。研究结果表明，在整个GP培训过程中定期进行系统性患者反馈，可使人际技能水平保持稳定。两个干预组在人际技能方面最显著的提升出现在全科医学培训的早期阶段。大多数住院医师发现患者反馈的经历有助于更好地了解自己的人际技能，并确定需要改进的领域。GP督导员重视自己获得患者反馈的机会，并发现该活动对他们的带教角色有帮助。
患者通过提供有关医生人际技能的反馈，能够为改善医患互动质量做出贡献。GP住院医师及其督导员高度重视患者反馈在人际技能发展中的作用。
