Moulton Carol-anne, Tabak Diana, Kneebone Roger, Nestel Debra, MacRae Helen, LeBlanc Vicki R
Wilson Centre, Faculty of Medicine, University of Toronto, Ontario, Canada.
Am J Surg. 2009 Jan;197(1):113-8. doi: 10.1016/j.amjsurg.2008.09.006.
The Integrated Procedural Performance Instrument (IPPI) uses various bench-top models positioned to standardized patients (SP) to recreate realistic clinical encounters. This study assessed the effectiveness of using an IPPI format as a teaching tool for communication skills.
Thirty-two participants underwent 2 videotaped IPPI scenarios before randomization into 2 groups--experimental (SP-led feedback) or control (no feedback). Participants then completed 2 further IPPI format scenarios. Videotapes were scored by 2 blinded independent raters using validated assessment scales (communication and technical).
The experimental group performed significantly better on the communication scores following feedback compared with the control group (mean 77% vs 66%, P < .05). No difference in scores for technical skills post-intervention were demonstrated (checklist: experimental mean = 64% vs control = 59%, P = .40; global ratings: experimental mean = 66% vs no control = 62%, P = .37).
The IPPI is an effective tool for teaching communication skills in residents and medical students and should be considered for incorporation into undergraduate and surgical curricula.
综合程序操作评估工具（IPPI）使用各种放置在标准化病人（SP）面前的模拟模型来重现真实的临床场景。本研究评估了采用IPPI形式作为沟通技能教学工具的有效性。
32名参与者在被随机分为两组（实验组，由标准化病人主导反馈；对照组，无反馈）之前，先进行了两次录像的IPPI场景模拟。参与者随后又完成了另外两次IPPI形式的场景模拟。录像由两名不知情的独立评分者使用经过验证的评估量表（沟通和技术方面）进行评分。
与对照组相比，实验组在接受反馈后的沟通评分上表现明显更好（平均分77%对66%，P < 0.05）。干预后技术技能评分无差异（检查表：实验组平均分 = 64%对对照组 = 59%，P = 0.40；整体评分：实验组平均分 = 66%对对照组 = 62%，P = 0.37）。
IPPI是一种用于教授住院医师和医学生沟通技能的有效工具，应考虑纳入本科和外科课程。
