Rees C E, Sheard C E, McPherson A C
Behavioural Sciences Section, Division of Psychiatry, University of Nottingham, UK.
Med Teach. 2002 May;24(3):289-93. doi: 10.1080/01421590220134123.
This qualitative study explores medical students' attitudes towards communication skills learning. Thirty-two medical students, including representatives from each year of the medical degree, participated in five focus-group discussions. Theme analysis of each transcript by two independent analysts produced two attitude-related themes: positive attitudes towards communication skills and negative attitudes towards learning communication skills. Students held both positive and negative attitudes towards different aspects of communication skills learning. Students' negative attitudes were related to communication skills being a subjective social science, which was viewed as 'non-academic' and 'common sense'. Students with negative attitudes towards communication skills learning were thought to be good communicators. Some reported being socialized into developing the negative attitudes held by older students and qualified doctors. The timing of communication skills learning was also thought to be important in determining attitudes. The findings within each of these themes and their educational implications are discussed in this paper.
这项定性研究探讨了医学生对沟通技能学习的态度。32名医学生，包括医学学位各年级的代表，参加了五次焦点小组讨论。两名独立分析师对每份文字记录进行主题分析，得出了两个与态度相关的主题：对沟通技能的积极态度和对学习沟通技能的消极态度。学生们对沟通技能学习的不同方面持有积极和消极两种态度。学生们的消极态度与沟通技能是一门主观社会科学有关，这被视为“非学术性的”和“常识性的”。对沟通技能学习持消极态度的学生被认为是善于沟通的人。一些人报告说，他们受到年长学生和执业医生所持消极态度的影响而形成了这些态度。沟通技能学习的时机在决定态度方面也被认为很重要。本文讨论了这些主题中的每一个主题的研究结果及其教育意义。
