Deuster D, am Zehnhoff-Dinnesen A, Knief A, Matulat P, Bartha-Doering L, Fiori A, Schmidt C-M
Klinik und Poliklinik für Phoniatrie und Pädaudiologie, Universitätsklinikum Münster, Westfälische Wilhelms-Universität, Kardinal-von-Galen-Ring 10, 48149, Münster, Deutschland.
HNO. 2012 Mar;60(3):220-5. doi: 10.1007/s00106-011-2411-z.
Like hearing loss, language and speech disorders can also lead to impaired communication. Speech and language disorders can occur at any age, for example as a specific language impairment, stuttering, dysarthria, and aphasia. Hence, irrespective of their speciality, there is a high probability that physicians will at some point encounter communication-impaired patients, be required to classify their disorder and refer them for appropriate therapy.
A new module entitled 'communication disorders' consisting of two teaching units was integrated in the practical course 'ENT--phoniatrics--pedaudiology' for undergraduate clinical students in 2008. The learning objective of the first unit was to identify and classify communication disorders, presented using sound and video data, by means of simple criteria. The module was evaluated on the basis of questionnaires completed by 164 students.
On a scale of 1-7, the evaluation showed overall positive results with 6.54 (highest score) for professional competence and 5.32 (lowest score) for discussion. The overall score was 12.28 out of a possible maximum of 15 points.
The ability to identify communication impairments is an important medical skill. Since communication disorders are common diseases we suggest that this skill be incorporated in the medical curriculum. Thus we have introduced a module for communication disorders; its evaluation by students shows a high level of satisfaction in each category. After developing specific diagnostic indicators students were able to independently describe and identify communication disorders.
与听力损失一样，语言和言语障碍也会导致沟通障碍。言语和语言障碍可发生于任何年龄，例如特定性语言障碍、口吃、构音障碍和失语症。因此，无论其专业如何，医生都很有可能在某个时候遇到沟通障碍患者，需要对其障碍进行分类并将他们转诊以接受适当治疗。
2008年，一个名为“沟通障碍”的新模块（由两个教学单元组成）被纳入本科临床学生的“耳鼻喉科——言语治疗学——儿童听力学”实践课程中。第一个单元的学习目标是通过简单标准，利用声音和视频数据识别和分类沟通障碍。该模块根据164名学生填写的问卷进行评估。
在1至7分的评分标准下，评估显示总体结果积极，专业能力得分为6.54（最高分），讨论得分为5.32（最低分）。总分为12.28分（满分15分）。
识别沟通障碍的能力是一项重要的医学技能。由于沟通障碍是常见疾病，我们建议将这项技能纳入医学课程。因此，我们引入了一个沟通障碍模块；学生对其评估显示在各个类别中满意度都很高。在制定了特定的诊断指标后，学生能够独立描述和识别沟通障碍。
