Faculty of Medicine of the University of Porto, Portugal.
Patient Educ Couns. 2011 Dec;85(3):e265-71. doi: 10.1016/j.pec.2011.04.009. Epub 2011 May 19.
To analyze students' perceptions towards learning communication skills pre-and-post training in a Communication and Clinical Skills Course (CCSC) at a Portuguese Medical School.
Content analysis was used to describe and systematically analyze the content written by students (n=215 from a total of 229) in an open-ended survey. In addition, content analysis association rules were used to identify meaning units.
Students' pre-training definitions of communication skills were not specific; their post-training definitions were more precise and elaborated. Students perceived communications skills in Medicine as important (61%), but recommended that teaching methodologies (52%) be restructured. There appeared to be no connection between criticism of teaching skills performance and perceptions of the other aspects of the course.
Students' experiences at CCSC are associated with their perceptions of communications skills learning. Content analysis associations indicated that these perceptions are influenced by context.
Improvement of curricula, teaching and assessment methods, and investment in faculty development are likely to foster positive perceptions towards learning communication skills in these students.
分析葡萄牙某医学院学生在《沟通与临床技能课程》（CCSC）培训前后对学习沟通技巧的看法。
采用内容分析法对学生（共 229 人，其中 215 人）在开放式调查中所写内容进行描述和系统分析。此外，还采用内容分析法关联规则来识别有意义的单元。
学生在培训前对沟通技巧的定义不具体；培训后则更加精确和详细。学生认为医学沟通技巧很重要（61%），但建议重组教学方法（52%）。对教学技能表现的批评与对课程其他方面的看法之间似乎没有联系。
学生在 CCSC 的经历与其对沟通技巧学习的看法有关。内容分析关联表明，这些看法受到背景的影响。
改进课程、教学和评估方法，并投资于教师发展，可能会促进学生对学习沟通技巧的积极看法。
