Liddell Merilyn J, Davidson Sandra K
Department of General Practice, Monash University, Victoria, Australia.
Med Teach. 2004 Feb;26(1):52-6. doi: 10.1080/01421590310001642993.
This study examined the relationship between students' attitudes to consultation skills, their confidence in performing those skills and their academic results. Final-year medical students completed a questionnaire before and after the year 6 general practice attachment, which teaches holistic, patient-centred clinical management and emphasizes core verbal and non-verbal communication skills. When underlying academic ability was taken into account only pre-attachment attitudes regarding the importance of consultation skills remained significantly correlated with at least one measure of performance. Student confidence in performing a skill was not associated with academic measures of performance. These results show that students perform better on those skills that they value and this may be influenced by underlying motivation to master the skill. In contrast, students' confidence in performing a skill is not related to their assessed performance and using confidence as a performance measure may misrepresent the quality of learning being assessed.
本研究考察了学生对咨询技能的态度、执行这些技能的信心与他们学业成绩之间的关系。医学专业最后一年的学生在进行为期6周的全科实习前后完成了一份问卷，该实习教授整体的、以患者为中心的临床管理，并强调核心的语言和非语言沟通技能。当考虑到潜在的学术能力时，只有实习前对咨询技能重要性的态度与至少一项表现指标仍存在显著相关性。学生执行一项技能的信心与学业表现指标无关。这些结果表明，学生在他们重视的技能方面表现得更好，这可能受到掌握该技能的潜在动机的影响。相比之下，学生执行一项技能的信心与他们的评估表现无关，将信心作为表现衡量标准可能会误判所评估学习的质量。
