Nikendei C, Kraus B, Lauber H, Schrauth M, Weyrich P, Zipfel S, Jünger J, Briem S
Department of General Internal and Psychosomatic Medicine, University of Heidelberg Medical Hospital, Im Neuenheimer Feld 410, 69120 Heidelberg, Germany.
Med Teach. 2007 Mar;29(2-3):246-52. doi: 10.1080/01421590701299264.
Ward rounds are an essential activity for doctors in hospital settings and represent complex tasks requiring not only medical knowledge but also communication skills, clinical technical skills, patient management skills and team-work skills. However, although the need for ward round training is emphasized in the published literature, there are currently no reports of ward round training in a simulated setting with standardized patients.
45 final year students participated in a ward round training session lasting two hours with three standardized patient scenarios and role-plays. Final year students assumed the role of either doctor, nurse or final year student with role-specific instructions and provided each other with peer-feedback during the training session. Training was assessed using final year student focus groups and semi-structured interviews of standardized patients. Written protocols of the focus group as well as the interviews of standardized patients were content analysed.
In the course of five focus groups, 204 individual statements were gathered from participating final year students. Ward round training proved to be a feasible tool, well accepted by final year students. It was seen to offer a valuable opportunity for reflection on the processes of ward rounds, important relevant feedback from standardized patients, peer group and tutors. Semi-structured standardized patient interviews yielded 17 central comments indicating that ward rounds are a novel and exciting experience for standardized patients.
Ward round training with standardized patients is greatly appreciated by final year students and is viewed as an important part of their education, easing the transition from observing ward rounds to conducting them on their own.
病房查房是医院环境中医生的一项重要活动，是一项复杂的任务，不仅需要医学知识，还需要沟通技巧、临床技术技能、患者管理技能和团队合作技能。然而，尽管已发表的文献强调了病房查房培训的必要性，但目前尚无关于在标准化患者模拟环境中进行病房查房培训的报道。
45名即将毕业的学生参加了一次持续两小时的病房查房培训课程，其中包括三个标准化患者场景和角色扮演。即将毕业的学生分别扮演医生、护士或即将毕业的学生角色，并根据特定角色的指导进行表演，在培训过程中互相提供同伴反馈。通过即将毕业的学生焦点小组和对标准化患者的半结构化访谈对培训进行评估。对焦点小组的书面记录以及标准化患者的访谈进行内容分析。
在五个焦点小组的过程中，从参与的即将毕业的学生那里收集到了204条个人陈述。病房查房培训被证明是一种可行的工具，受到即将毕业的学生的广泛接受。它被视为一个宝贵的机会，可用于反思病房查房的过程，从标准化患者、同伴群体和导师那里获得重要的相关反馈。对标准化患者的半结构化访谈产生了17条核心评论，表明病房查房对标准化患者来说是一种新颖且令人兴奋的体验。
标准化患者参与的病房查房培训深受即将毕业的学生的赞赏，并被视为他们教育的重要组成部分，有助于他们从观察病房查房顺利过渡到独立进行病房查房。
