Frost Katherine A, Metcalf Elizabeth P, Brooks Rachel, Kinnersley Paul, Greenwood Stephen R, Powell Colin Ve
Noah's Ark Children's Hospital for Wales, Cardiff University, Cardiff, Wales ; Department of Pediatrics, Cardiff University, Cardiff, Wales.
Institute of Medical Education, Cardiff University, Cardiff, Wales.
Adv Med Educ Pract. 2015 Jan 16;6:35-43. doi: 10.2147/AMEP.S68413. eCollection 2015.
Delivering effective clinical pediatric communication skills training to undergraduate medical students is a distinct and important challenge. Pediatric-specific communication skills teaching is complex and under-researched. We report on the development of a scenario-based pediatric clinical communication skills program as well as students' assessment of this module.
We designed a pediatric clinical communication skills program and delivered it five times during one academic year via small-group teaching. Students were asked to score the workshop in eight domains (learning objectives, complexity, interest, competencies, confidence, tutors, feedback, and discussion) using 5-point Likert scales, along with free text comments that were grouped and analyzed thematically, identifying both the strengths of the workshop and changes suggested to improve future delivery.
Two hundred and twenty-one of 275 (80%) student feedback forms were returned. Ninety-six percent of students' comments were positive or very positive, highlighting themes such as the timing of teaching, relevance, group sizes, and the use of actors, tutors, and clinical scenarios.
Scenario-based teaching of clinical communication skills is positively received by students. Studies need to demonstrate an impact on practice, performance, development, and sustainability of communications training.
向本科医学生提供有效的临床儿科沟通技能培训是一项独特且重要的挑战。针对儿科的沟通技能教学复杂且研究不足。我们报告了一个基于情景的儿科临床沟通技能项目的开发以及学生对该模块的评估情况。
我们设计了一个儿科临床沟通技能项目，并在一学年内通过小组教学进行了五次授课。要求学生使用5点李克特量表对该研习班在八个领域（学习目标、复杂性、趣味性、能力、信心、导师、反馈和讨论）进行评分，同时附上自由文本评论，这些评论经过分组并进行主题分析，以确定研习班的优点以及为改进未来授课而提出的建议。
275份学生反馈表中有221份（80%）被收回。96%的学生评论为积极或非常积极，突出了教学时机、相关性、小组规模以及演员、导师和临床情景的使用等主题。
基于情景的临床沟通技能教学受到学生的积极认可。研究需要证明其对沟通培训的实践、表现、发展和可持续性产生影响。
