运用罗特互动分析系统评估药学专业学生在客观结构化临床考试中的沟通能力。
Assessment of pharmacy students' communication competence using the Roter Interaction Analysis System during objective structured clinical examinations.
机构信息
Kyoto University, Japan.
出版信息
Am J Pharm Educ. 2011 Apr 11;75(3):43. doi: 10.5688/ajpe75343.
Abstract
OBJECTIVE
To determine the value of using the Roter Interaction Analysis System during objective structured clinical examinations (OSCEs) to assess pharmacy students' communication competence.
METHODS
As pharmacy students completed a clinical OSCE involving an interview with a simulated patient, 3 experts used a global rating scale to assess students' overall performance in the interview, and both the student's and patient's languages were coded using the Roter Interaction Analysis System (RIAS). The coders recorded the number of utterances (ie, units of spoken language) in each RIAS category. Correlations between the raters' scores and the number and types of utterances were examined.
RESULTS
There was a significant correlation between students' global rating scores on the OSCE and the number of utterances in the RIAS socio-emotional category but not the RIAS business category.
CONCLUSIONS
The RIAS proved to be a useful tool for assessing the socio-emotional aspect of students' interview skills.
摘要
目的
确定在客观结构化临床考试（OSCE）中使用罗特互动分析系统评估药学学生沟通能力的价值。
方法
当药学学生完成一项涉及与模拟患者进行访谈的临床 OSCE 时，3 名专家使用综合评分量表评估学生在访谈中的整体表现，学生和患者的语言均使用罗特互动分析系统（RIAS）进行编码。编码员记录每个 RIAS 类别的话语数量（即口语单位）。检查评分者分数与话语数量和类型之间的相关性。
结果
OSCE 中学生的综合评分与 RIAS 社会情感类别中的话语数量之间存在显著相关性，但与 RIAS 业务类别无关。
结论
RIAS 被证明是评估学生访谈技能社会情感方面的有用工具。
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