Schmitt Gustel Matthias, Kammerer Emil, Holtmann Martin
Bereich Psychosomatik der Klinik und Poliklinik für Kinderheilkunde, Universitätsklinikum Münster, Germany.
Psychother Psychosom Med Psychol. 2003 Sep-Oct;53(9-10):390-8. doi: 10.1055/s-2003-42171.
We report a new curriculum for improving medical students' interactive competence. The curriculum is based on the method of "psychotherapeutic plan analysis" by F. Caspar in combination with elements of systemic supervision and problem-based learning. For evaluation, participants (fifth year medical students, n = 50) were asked to fill in a questionnaire adapted to the contents of the course. Comparison was made possible by a control group (n = 72) teached in a traditional manner. Evaluation showed significant improvement of the students' self awareness, perception of their patients and sensibility for patients' needs. The students expanded their capability to reflect own actions and to work in teams. Initially expressed anxiety concerning contact with patients was reduced significantly during the course. In three and twelve months follow-ups, students still considered their personal achievement to be significantly high. Participants of the curriculum rated their courses higher with regard to didactic issues, improvement of interactive competences and personal relevance, while control courses were seen to be more relevant to prepare for exams.
我们报告了一项旨在提高医学生互动能力的新课程。该课程基于F.卡斯帕的“心理治疗计划分析”方法，并结合了系统督导和基于问题的学习元素。为了进行评估，参与者（五年级医学生，n = 50）被要求填写一份根据课程内容改编的问卷。通过以传统方式授课的对照组（n = 72）进行对比。评估显示，学生的自我意识、对患者的认知以及对患者需求的敏感度有了显著提高。学生们拓展了反思自身行为和团队协作的能力。课程期间，最初表达的对与患者接触的焦虑显著降低。在三个月和十二个月的随访中，学生们仍认为自己的个人成就非常高。该课程的参与者在教学问题、互动能力的提升和个人相关性方面对课程的评价更高，而对照课程则被认为更有助于备考。
