Tóth Ildikó, Bán Ildikó, Füzesi Zsuzsanna, Kesztyüs Márk, Nagy Lajos
Pécsi Tudományegyetem, Általános Orvostudományi Kar Családorvostani Intézet, Pécs.
Orv Hetil. 2011 Sep 18;152(38):1535-43. doi: 10.1556/OH.2011.29185.
In their institute authors teach medical communication skills in three languages (Hungarian, English and German) for medical students in the first year of their studies. In order to improve teaching methods, authors wanted to explore the attitudes of students towards the communication skills learning. For this purpose authors applied the Communication Skills Attitudes Scale created by Rees et al., which is an internationally accepted and well adaptable instrument.
In this survey authors wanted to validate the Hungarian and German version of the Communication Skills Attitudes Scale. In addition, their aim was to analyze possible differences between the attitudes of each of the three medical teaching programs.
Questionnaires were filled anonymously at the beginning of the practices. Principal component analysis with varimax rotation was performed to evaluate the attitudes using the SPSS 10.5 version for analysis.
Authors created a model consisting of 7 factors. Factors were the following: 1: respect and interpersonal skills; 2: learning; 3: importance of communication within medical profession; 4: excuse; 5: counter; 6: exam; 7: overconfidence. It was found that students had mainly positive attitudes. Except the learning factor, all other factors showed significant differences between the three medical teaching programs.
although students had mainly positive attitudes toward learning communication skills, there were negative attitudes which can be partly modified by improving the teaching methods. However, results may create a proper base for further research to help improving communication skills teaching methods of the authors.
在他们的学院，作者们用三种语言（匈牙利语、英语和德语）为医学专业一年级学生教授医学沟通技巧。为了改进教学方法，作者们想探究学生对沟通技巧学习的态度。为此，作者们应用了里斯等人创建的沟通技巧态度量表，这是一个国际认可且适应性良好的工具。
在这项调查中，作者们想验证沟通技巧态度量表的匈牙利语和德语版本。此外，他们的目的是分析三个医学教学项目中每个项目学生态度之间可能存在的差异。
在实践开始时，学生匿名填写问卷。使用SPSS 10.5版本进行主成分分析和方差最大化旋转，以评估态度。
作者创建了一个由7个因素组成的模型。这些因素如下：1：尊重和人际交往能力；2：学习；3：医学专业内沟通的重要性；4：借口；5：反驳；6：考试；7：过度自信。结果发现学生们主要持积极态度。除了学习因素外，其他所有因素在三个医学教学项目之间都存在显著差异。
尽管学生们对学习沟通技巧主要持积极态度，但也存在消极态度，通过改进教学方法可以部分改变这些消极态度。然而，研究结果可能为进一步研究奠定适当基础，以帮助作者改进沟通技巧教学方法。
