Hacettepe University, Faculty of Medicine, Department of Medical Education and Informatics, Ankara, Turkey.
Patient Educ Couns. 2009 Oct;77(1):42-7. doi: 10.1016/j.pec.2009.02.012. Epub 2009 Apr 8.
The aim of the study is to evaluate a communication skills training program, and to investigate the relationship between communication skills and clinical visits.
This descriptive study was conducted at Hacettepe University Faculty of Medicine. 216 of the students (48.4%) took part in the study. They are evaluated at three steps of the program. Additionally, qualitative data were collected by interviewing with students and standardized patients.
A paired t-test showed a significant difference between students' mean pretest scores (8.58+/-1.69) and posttest scores (11.26+/-1.74) (p<0.01). There was a significant difference between the progress test scores according to the site of visitation (p<0.01), but not between the posttest scores. The mean progress test scores of the students who visited the outpatient clinics (10.61+/-1.41 for group 2, 10.80+/-1.34 for group 4) were higher than those visiting the health centers (9.68+/-1.56 for group 1, 10.12+/-1.38 for group 3).
Our study showed that the program was effective in achieving communication skills. Students can be better trained for communication skills while practicing in both skills laboratories and real settings.
The possible variations in the educational environments and the staff should be taken into account when planning the program.
本研究旨在评估一项沟通技巧培训计划，并探讨沟通技巧与临床访视之间的关系。
这是一项在哈塞特佩大学医学院进行的描述性研究。216 名学生（48.4%）参与了研究。他们在计划的三个阶段进行评估。此外，通过与学生和标准化患者进行访谈收集定性数据。
配对 t 检验显示，学生的预测试平均分数（8.58+/-1.69）和后测试平均分数（11.26+/-1.74）之间存在显著差异（p<0.01）。根据访问地点，进步测试分数存在显著差异（p<0.01），但后测试分数不存在差异。在门诊就诊的学生的平均进步测试分数（第 2 组为 10.61+/-1.41，第 4 组为 10.80+/-1.34）高于在卫生中心就诊的学生（第 1 组为 9.68+/-1.56，第 3 组为 10.12+/-1.38）。
我们的研究表明，该计划在实现沟通技巧方面是有效的。在技能实验室和真实环境中进行实践时，可以更好地为学生进行沟通技巧培训。
在规划计划时，应考虑教育环境和工作人员的可能变化。
