Department of Emergency Medicine, University of Missouri-Kansas City School of Medicine, Kansas City, Missouri, USA.
Teach Learn Med. 2009 Oct;21(4):327-33. doi: 10.1080/10401330903228604.
The Accreditation Council for Graduate Medical Education requires residency training programs to develop methods to teach and assess communication skills in residents to ensure competence as a practitioner. In response, we piloted a communication curriculum for emergency medicine residents. We describe the curriculum and suggest future directions for development based on the strengths and weaknesses of residents' performance and their reactions to the curriculum.
Twenty-six residents in a 3-year program at a university-affiliated county hospital participated. Curriculum components were an introductory session, a single standardized patient encounter using a locally written, unvalidated checklist assessing residents' communication skills, a videotape-facilitated self-assessment, and a private feedback session.
Residents demonstrated greatest strengths in basic interpersonal skills and efficient information gathering and greatest weakness in empathy. Residents rated the curriculum favorably.
The curriculum as implemented offers an initial foundation for teaching and learning critical care communication. Instruction in empathy requires improvement.
为确保从业者具备相应能力，毕业后医学教育认证委员会要求住院医师培训项目制定教学和评估住院医师沟通技巧的方法。有鉴于此，我们为急诊医学住院医师试行开设了沟通课程。本研究根据住院医师的表现及其对课程的反应，介绍了该课程，并就课程的优缺点提出了未来的发展方向。
该课程在一家大学附属医院的 3 年制项目中对 26 名住院医师进行了试点。课程内容包括一个入门课程、一个使用本地编写且未经验证的检查表评估住院医师沟通技巧的单一标准化患者接触、一个录像带辅助的自我评估和一个私人反馈会议。
住院医师在基本人际交往技巧和高效信息收集方面表现出最大的优势，在同理心方面表现出最大的弱点。住院医师对课程评价良好。
实施中的课程为教授和学习关键的患者沟通技巧提供了初步基础。同理心教学需要改进。
