Artemiou Elpida, Adams Cindy L, Vallevand Andrea, Violato Claudio, Hecker Kent G
J Vet Med Educ. 2013 Fall;40(3):242-51. doi: 10.3138/jvme.0113-026R1.
Current teaching approaches in human and veterinary medicine across North America, Europe, and Australia include lectures, group discussions, feedback, role-play, and web-based training. Increasing class sizes, changing learning preferences, and economic and logistical challenges are influencing the design and delivery of communication skills in veterinary undergraduate education. The study's objectives were to (1) assess the effectiveness of small-group and web-based methods for teaching communication skills and (2) identify which training method is more effective in helping students to develop communication skills. At the Ross University School of Veterinary Medicine (RUSVM), 96 students were randomly assigned to one of three groups (control, web, or small-group training) in a pre-intervention and post-intervention group design. An Objective Structured Clinical Examination (OSCE) was used to measure communication competence within and across the intervention and control groups. Reliability of the OSCEs was determined by generalizability theory to be 0.65 (pre-intervention OSCE) and 0.70 (post-intervention OSCE). Study results showed that (1) small-group training was the most effective teaching approach in enhancing communication skills and resulted in students scoring significantly higher on the post-intervention OSCE compared to the web-based and control groups, (2) web-based training resulted in significant though considerably smaller improvement in skills than small-group training, and (3) the control group demonstrated the lowest mean difference between the pre-intervention/post-intervention OSCE scores, reinforcing the need to teach communication skills. Furthermore, small-group training had a significant effect in improving skills derived from the initial phase of the consultation and skills related to giving information and planning.
北美、欧洲和澳大利亚的人类医学和兽医学当前的教学方法包括讲座、小组讨论、反馈、角色扮演和网络培训。班级规模的扩大、学习偏好的变化以及经济和后勤方面的挑战正在影响兽医本科教育中沟通技能的设计和传授。该研究的目标是：（1）评估小组教学法和网络教学法在教授沟通技能方面的有效性；（2）确定哪种培训方法在帮助学生培养沟通技能方面更有效。在罗斯大学兽医学院（RUSVM），96名学生在干预前和干预后的组间设计中被随机分配到三个组之一（对照组、网络组或小组培训组）。采用客观结构化临床考试（OSCE）来衡量干预组和对照组内部及之间的沟通能力。通过概化理论确定OSCE的信度在干预前为0.65，干预后为0.70。研究结果表明：（1）小组培训是提高沟通技能最有效的教学方法，与网络组和对照组相比，学生在干预后的OSCE中得分显著更高；（2）网络培训虽然技能有显著提高，但幅度远小于小组培训；（3）对照组在干预前/干预后OSCE分数之间的平均差异最小，这进一步证明了教授沟通技能的必要性。此外，小组培训在提高咨询初始阶段的技能以及与提供信息和制定计划相关的技能方面有显著效果。
