Knowles C, Kinchington F, Erwin J, Peters B
Academic Department of Genitourinary Medicine, GKT, St Thomas's Hospital, London SEI 7EH, UK.
Sex Transm Infect. 2001 Oct;77(5):376-80. doi: 10.1136/sti.77.5.376.
To determine the effectiveness of video role play with structured feedback in improving undergraduate communication skills and application of knowledge in genitourinary medicine.
A blind, randomised, controlled trial.
Fourth year undergraduates attending a 5 week attachment in genitourinary medicine during 1997 at a London medical school.
A randomly selected sample group of undergraduates were filmed in the role of a doctor interviewing a patient (played by an actor) presenting with a genitourinary (GU) problem. Structured feedback by a GU physician and an educational psychologist was given a week later. The control group of undergraduates did not receive this training intervention.
Student performance in two stations of an objective structured clinical examination (OSCE), administered at the end of their attachment. This tested communication skills and knowledge in GU settings.
132 undergraduates were assessed in the OSCE. 40 of these were in the sample group who received training using video role play with feedback and 92 were in the control group. The sample group scored significantly higher marks than the control group (p<0.001).
Video role play with structured feedback is effective in improving undergraduate communication skills and application of knowledge in GU medicine settings.
确定采用结构化反馈的视频角色扮演在提高本科医学生泌尿生殖医学沟通技能及知识应用方面的效果。
一项盲法、随机、对照试验。
1997年在伦敦一所医学院参加为期5周泌尿生殖医学实习的四年级本科生。
随机抽取一组本科生，让他们扮演医生，对一名患有泌尿生殖系统（GU）问题的患者（由一名演员扮演）进行问诊，并拍摄下来。一周后，由一名泌尿生殖科医生和一名教育心理学家给予结构化反馈。对照组本科生未接受这种培训干预。
在实习结束时进行的客观结构化临床考试（OSCE）的两个考站中观察学生的表现。该考试考查了在泌尿生殖医学环境中的沟通技能和知识。
132名本科生接受了OSCE评估。其中40名在接受了带反馈的视频角色扮演培训的样本组中，92名在对照组中。样本组的得分显著高于对照组（p<0.001）。
采用结构化反馈的视频角色扮演在提高本科医学生在泌尿生殖医学环境中的沟通技能及知识应用方面是有效的。
