Saab Bassem R, Major Stella, Musharrafieh Umaya M, Antoun Jumana
Department of Family Medicine, American University of Beirut, Lebanon.
J Med Liban. 2009 Oct-Dec;57(4):248-52.
In December 2002, 74 medical students in the second preclinical years at the American University of Beirut (AUB) attended a workshop on basic communication skills (CS). The students watched video clips which demonstrated different communication skills and stages of the consultation, and role-played to try out ways they could improve the consultation. Their familiarity with the skills taught was assessed at the beginning of the workshop, immediately afterwards, and again six months later. There was a significant improvement noted immediately after the intervention but this apparent gain was lost at six months.
Sixteen students, who attended the workshop, also attended two focus group discussions which were aimed to assess student recall of the communications skills workshop, and explore ways in which the students thought the knowledge gained could be maintained.
In general students thought that lack of exposure to patients at the time when the CS course was held, and a lack of consistency in CS coupled with poor faculty CS role modeling hindered their ability to maintain and practice good CS.
Teaching CS may be more effective if medical students are taught these skills when they are exposed to patients on a regular basis, and the training is maintained throughout the clinical years. However, more emphasis should be on reminding faculty members of their role as teachers and good communicating role models to students through workshops and seminars.
2002年12月，贝鲁特美国大学（AUB）74名处于临床前第二年的医学生参加了基础沟通技巧（CS）研讨会。学生们观看了展示不同沟通技巧和诊疗阶段的视频片段，并进行角色扮演以尝试改进诊疗的方法。在研讨会开始时、结束后立即以及六个月后分别评估了他们对所学技巧的熟悉程度。干预后立即有显著改善，但这种明显的进步在六个月后消失了。
参加研讨会的16名学生还参加了两次焦点小组讨论，旨在评估学生对沟通技巧研讨会的记忆，并探讨学生认为如何才能保持所获得的知识。
总体而言，学生们认为在开设CS课程时缺乏与患者接触的机会，CS缺乏连贯性，且教师在CS方面的示范作用不佳，这些都阻碍了他们保持和实践良好沟通技巧的能力。
如果医学生在定期接触患者时学习这些技巧，并且在整个临床阶段持续进行培训，那么教授沟通技巧可能会更有效。然而，应更加强调通过研讨会和讲座提醒教师他们作为教师的角色以及成为学生良好沟通榜样的重要性。
