Anvik Tor, Grimstad Hilde, Baerheim Anders, Bernt Fasmer Ole, Gude Tore, Hjortdahl Per, Holen Are, Risberg Terje, Vaglum Per
University of Tromsø, Norway.
Med Teach. 2008;30(3):272-9. doi: 10.1080/01421590701784356.
We wanted to explore cognitive and affective attitudes towards communication skills among students in Norwegian medical schools.
1833 (60% response rate) medical students at the four medical schools in Norway filled in questionnaires by the end of term in May 2003. The Communication Skills Attitudes Scale (CSAS) was used for assessing affective and cognitive attitudes separately.
Medical students have positive attitudes towards learning and using communication skills. Cognitive and affective attitudes displayed different patterns. Being female and having worked in the health services before admission to the medical school predicted more positive scores both towards cognitive and affective attitudes. Having worked as a junior doctor during medical school predicted more positive cognitive attitudes. Cognitive attitudes towards communication skills did not vary significantly between year groups in any of the medical schools. Scores reflecting affective attitudes gradually fell for each year in all schools, but rose again in the final year in two of them. Implications for curriculum design are discussed.
我们希望探究挪威医学院校学生对沟通技能的认知和情感态度。
2003年5月底学期结束时，挪威四所医学院校的1833名医学生（回复率60%）填写了问卷。沟通技能态度量表（CSAS）用于分别评估情感和认知态度。
医学生对学习和运用沟通技能持积极态度。认知和情感态度呈现出不同模式。女性以及在进入医学院校之前曾在医疗卫生服务机构工作，预示着对认知和情感态度都有更积极的得分。在医学院校期间担任过初级医生预示着有更积极的认知态度。任何一所医学院校中，不同年级的学生对沟通技能的认知态度差异均不显著。反映情感态度的得分在所有学校中每年都逐渐下降，但其中两所学校在最后一年又有所上升。文中讨论了对课程设计的启示。
