Casey Mavourneen, Wilkinson David, Fitzgerald Jennifer, Eley Diann, Connor Jason
The University of Queensland , Australia and.
Med Teach. 2014 Jul;36(7):640-2. doi: 10.3109/0142159X.2014.907880. Epub 2014 May 6.
Although contentious most medical schools interview potential students to assess personal abilities such as communication.
To investigate any differences in clinical communication skills (CCS) between first year students admitted to UQ medical school with or without an admissions interview.
A retrospective analysis of 1495 student assessment scores obtained after structured communication skills training (CCS) between 2007 and 2010.
The average assessment score was 3.76 ([95% CI, 3.73-3.78]) and adjusting for student characteristics, showed no main effect for interview (p = 0.89). The strongest predictor of scores was gender with females achieving significantly higher scores (3.91 [95% CI, 3.54-4.28] vs. 3.76 [95% CI, 3.39-4.13]; p ≤ 0.001).
Data show no differences in post-training assessment measures between students who were interviewed during selection or not. Further research about the quality and retention of communications skills after training is warranted.
尽管存在争议，但大多数医学院校都会面试潜在学生，以评估其沟通等个人能力。
调查昆士兰大学医学院录取的一年级学生中，经过或未经过入学面试的学生在临床沟通技能（CCS）方面是否存在差异。
对2007年至2010年间在结构化沟通技能培训（CCS）后获得的1495名学生的评估分数进行回顾性分析。
平均评估分数为3.76（[95%置信区间，3.73 - 3.78]），在对学生特征进行调整后，面试没有显著影响（p = 0.89）。分数的最强预测因素是性别，女性得分显著更高（3.91 [95%置信区间，3.54 - 4.28] 对比 3.76 [95%置信区间，3.39 - 4.13]；p ≤ 0.001）。
数据显示，在选拔过程中经过面试和未经过面试的学生在培训后的评估指标上没有差异。有必要对培训后沟通技能的质量和保持情况进行进一步研究。
