Buring Shauna M, Kirby James, Conrad Wayne F
University of Cincinnati College of Pharmacy, Cincinnati, Ohio, USA.
Am J Pharm Educ. 2007 Feb 15;71(1):8. doi: 10.5688/aj710108.
To determine whether the use of a structured interviewing framework improved students' ability to treat self-care patients.
First-professional year pharmacy students (P1) in their first quarter of Pharmacy Practice Skills Development were taught self-care through a series of 4 modules. In each module students' content knowledge and application were assessed using quizzes and role-play scenarios, respectively. During the second module, a structured interview model (QuEST process) was presented by the instructor and students were tested on the same content and role-play used in module 1.
Sixty-four students completed the 4 self-care modules. Quiz scores improved from the first to the second module (75.8% vs. 88.4%, p < 0.001). Mean role-play scores also significantly improved after learning the QuEST process.
The QuEST process is an effective tool to teach students how to counsel patients with self-care issues.
确定使用结构化访谈框架是否能提高学生治疗自我护理患者的能力。
药学实践技能发展第一季度的一年级药学专业学生（P1）通过一系列4个模块学习自我护理。在每个模块中，分别使用测验和角色扮演场景评估学生的内容知识和应用能力。在第二个模块中，教师介绍了一种结构化访谈模型（QuEST流程），并对学生进行了与模块1相同内容和角色扮演的测试。
64名学生完成了4个自我护理模块。测验分数从第一个模块到第二个模块有所提高（75.8%对88.4%，p<0.001）。学习QuEST流程后，平均角色扮演分数也显著提高。
QuEST流程是一种有效的工具，可用于教授学生如何为有自我护理问题的患者提供咨询。
