Park Eal Whan
Department of Family Medicine and Division of Medical Education, Dankook University College of Medicine, Cheonan, Korea.
Korean J Med Educ. 2012 Sep;24(3):197-211. doi: 10.3946/kjme.2012.24.3.197. Epub 2012 Sep 30.
To teach communication skills to medical students, a variety of instructional text and video materials are used. The purpose of this study was to investigate medical students' perception and satisfaction with medical communication teaching using electronic modules.
Medical communication subjects were developed for freshmen of the medical department. Each lesson was configured for the use of educational electronic modules. The modules were composed of a database of instructional materials and a program file that could link the materials. After the 2nd and 12th week of classes, the 8th and 14th practice interviews with simulated patients, and the end of the course, medical students' perception and satisfaction were assessed.
Forty-five students participated in the survey. Students' satisfaction after the 2nd and 12th week of class was 16.2 (standard deviation [SD], 2.0) and 16.2 (SD, 2.1), respectively. The correlation between class satisfaction and awareness of the usefulness of the electronic modules was significant (p<0.05). After the end of the course, the students' average satisfaction score was 6.7 of 10 points (SD, 1.4). Satisfaction with the practice interview and evaluation using simulated patients was 7.5 (SD, 2.3). For the practice interview, empathy, building a relationship, effective questioning, and active listening could be applied.
Medical student satisfaction with medical communication teaching using electronic modules was high. Students who were aware of the usefulness of the electronic modules had higher satisfaction with their classes. Many interview skills of the initial and middle phase of interviewing could be applied for the practice interview.
为了向医学生传授沟通技巧，使用了各种教学文本和视频材料。本研究的目的是调查医学生对使用电子模块进行医学沟通教学的看法和满意度。
为医学系新生开发了医学沟通课程。每节课都配置为使用教育电子模块。这些模块由教学材料数据库和可以链接这些材料的程序文件组成。在课程的第2周和第12周、第8次和第14次与模拟患者的实践访谈之后以及课程结束时，对医学生的看法和满意度进行了评估。
45名学生参与了调查。课程第2周和第12周后学生的满意度分别为16.2（标准差[SD]，2.0）和16.2（SD，2.1）。课堂满意度与对电子模块有用性的认识之间的相关性显著（p<0.05）。课程结束后，学生的平均满意度得分为10分中的6.7分（SD，1.4）。对使用模拟患者进行的实践访谈和评估的满意度为7.5（SD，2.3）。对于实践访谈，可以应用同理心、建立关系、有效提问和积极倾听。
医学生对使用电子模块进行医学沟通教学的满意度较高。意识到电子模块有用性的学生对课程的满意度更高。访谈初始和中期的许多访谈技巧可应用于实践访谈。
