The School of Communication, Media and Theatre, University of Tampere, Finland.
Med Teach. 2012;34(3):e198-207. doi: 10.3109/0142159X.2012.642828.
Despite numerous studies exploring medical students' attitudes to communication skills learning (CSL), there are apparently no studies comparing different experiential learning methods and their influence on students' attitudes.
We compared medical students' attitudes to learning communication skills before and after a communication course in the data as a whole, by gender and when divided into three groups using different methods.
Second-year medical students (n = 129) were randomly assigned to three groups. In group A (n = 42) the theatre in education method, in group B (n = 44) simulated patients and in group C (n = 43) role-play were used. The data were gathered before and after the course using Communication Skills Attitude Scale.
Students' positive attitudes to learning communication skills (PAS; positive attitude scale) increased significantly and their negative attitudes (NAS; negative attitude scale) decreased significantly between the beginning and end of the course. Female students had more positive attitudes than the male students. There were no significant differences in the three groups in the mean scores for PAS or NAS measured before or after the course.
The use of experiential methods and integrating communication skills training with visits to health centres may help medical students to appreciate the importance of CSL.
尽管有许多研究探讨医学生对沟通技巧学习（CSL）的态度，但显然没有研究比较不同的体验式学习方法及其对学生态度的影响。
我们比较了医学生在整个数据中、按性别以及在使用不同方法分为三组后的沟通课程前后对学习沟通技巧的态度。
将 129 名二年级医学生随机分配到三个组中。在组 A（n = 42）中使用教育戏剧方法，在组 B（n = 44）中使用模拟患者，在组 C（n = 43）中使用角色扮演。使用沟通技巧态度量表在课程前后收集数据。
学生对学习沟通技巧的积极态度（PAS；积极态度量表）显著增加，对沟通技巧的消极态度（NAS；消极态度量表）在课程开始和结束之间显著降低。女学生比男学生有更积极的态度。在课程前后，三个组的 PAS 或 NAS 的平均得分均无显著差异。
使用体验式方法并将沟通技巧培训与访问健康中心相结合，可能有助于医学生认识到 CSL 的重要性。
