Vågan André
Centre for the Study of Professions, Oslo University College, Oslo, Norway.
Med Educ. 2009 Mar;43(3):254-9. doi: 10.1111/j.1365-2923.2008.03278.x.
Communication skills training in undergraduate medical education is considered to play an important role in medical students' formation of their professional identity. This qualitative study explores Year 1 students' perceptions of their identities when practising communication skills with real patients.
A total of 23 individual semi-structured interviews and two focus group discussions were conducted with 10 students during their first year of communication skills training. All interviews and discussions were audio-recorded, transcribed and analysed for emergent themes relating to identity.
Students struggled to communicate professionally with patients because of a lack of clinical knowledge and skills. Consequently, students enacted other identities, yet patients perceived them differently, causing conversational ambiguities.
Students' perceptions challenge educational goals, suggesting that there is limited potential for the formation of professional identity through early training. Teacher-doctors must acknowledge how students' low levels of clinical competence and patients' behaviour complicate students' identity formation.
本科医学教育中的沟通技能培训被认为在医学生职业身份的形成中起着重要作用。这项定性研究探讨了一年级学生在与真实患者练习沟通技能时对自身身份的认知。
在沟通技能培训的第一年，对10名学生进行了总共23次个人半结构化访谈和两次焦点小组讨论。所有访谈和讨论都进行了录音、转录，并分析了与身份相关的新出现的主题。
由于缺乏临床知识和技能，学生们难以与患者进行专业沟通。因此，学生们呈现出其他身份，但患者对他们的认知不同，导致了对话中的模糊性。
学生的认知对教育目标提出了挑战，表明通过早期培训形成职业身份的潜力有限。教师医生必须认识到学生临床能力水平低和患者行为如何使学生的身份形成复杂化。
