Department of Psychological Medicine, Wellington School of Medicine and Health Sciences, New Zealand.
Med Teach. 2011;33(12):e663-9. doi: 10.3109/0142159X.2011.611193.
The communication of empathy is key in physician-patient interactions. We introduced drama training in "How to act-in-role" to medical students and evaluated the effect of this.
A quasi-experimental design was employed, with 72 students in the control and 77 students in the intervention group. The students' empathy scores were obtained using the Jefferson Scale of Physician Empathy (JSPE) during the introductory course. Both groups received tutorials in motivational interviewing and brief intervention skills. The students in the intervention group also received training in "How to act-in-role". The JSPE was repeated for both groups. The students subsequently undertook observed structured clinical examinations (OSCE). Both tutors and students evaluated the student's OSCE performance as well as their motivational interviewing skills using the Behavior Change Counseling Index (BECCI).
Our findings show that while the students in both groups did not significantly differ in baseline empathy scores, the intervention group reported significantly higher empathy scores post-intervention. The intervention group also received significantly higher tutor ratings for their motivational interviewing (BECCI score) and overall OSCE performances. In conclusion, the teaching innovation "How to act-in-role" was effective not only in increasing medical students' self-reported empathy but also their competence in consultation skills.
同理心的沟通是医患互动的关键。我们向医学生介绍了“角色扮演”中的戏剧培训，并评估了这种培训的效果。
采用准实验设计，对照组有 72 名学生，干预组有 77 名学生。在介绍课程中，使用医生同理心量表（JSPE）获得学生的同理心得分。两组学生都接受了动机性访谈和简短干预技能的辅导。干预组的学生还接受了“角色扮演”方面的培训。两组学生都重复了 JSPE 测试。随后，学生们进行了观察性结构化临床考试（OSCE）。导师和学生都使用行为改变咨询指数（BECCI）评估学生的 OSCE 表现以及他们的动机性访谈技能。
我们的研究结果表明，尽管两组学生在基线同理心得分上没有显著差异，但干预组学生在干预后报告的同理心得分显著更高。干预组学生在动机性访谈（BECCI 得分）和整体 OSCE 表现方面也获得了导师更高的评价。总之，教学创新“角色扮演”不仅有效提高了医学生的自我报告同理心，而且提高了他们的咨询技能能力。
