Evans B J, Stanley R O, Coman G J, Burrows G D
Department of Psychiatry, University of Melbourne/Austin Hospital, Heidelberg, Victoria, Australia.
Med Educ. 1989 Nov;23(6):492-7. doi: 10.1111/j.1365-2923.1989.tb01574.x.
The consulting skills required of medical students and practitioners have been categorized into a number of specific skills, two of which are: students' ability to empathize with the patient; and ability to decode non-verbal cues given by the patient in the interview. Training programmes to improve students' consulting skills are usually evaluated using analysis of students' actual interview behaviours with patients. Broad psychological and personality tests have also been used to measure changes in students' interviewing skills, but have generally not been successful. The hypothesis is advanced that more specific tests of the skills of interviewing, such as non-verbal sensitivity and empathy, would detect changes in students' ability to display these skills. As part evaluation of a consulting skills training programme, clinical students completed psychological tests of empathy and non-verbal sensitivity. Subsequent comparisons between trained and control student groups revealed no clear pattern in test results. These data suggest that specific psychological tests of empathy and non-verbal sensitivity may be no more effective in detecting changes in students' interpersonal skills than global personality measures.
医学生和从业者所需的咨询技能已被归类为多项具体技能，其中两项是：学生对患者产生共情的能力；以及在问诊过程中解读患者所给出的非语言线索的能力。通常通过分析学生与患者实际问诊行为来评估旨在提高学生咨询技能的培训项目。广泛的心理和个性测试也曾被用于衡量学生问诊技能的变化，但总体上并不成功。有人提出假设，认为对问诊技能进行更具体的测试，如非语言敏感度和共情能力测试，将能检测出学生展现这些技能的能力变化。作为咨询技能培训项目评估的一部分，临床专业学生完成了共情和非语言敏感度的心理测试。随后对训练组和对照组学生群体进行比较，结果显示测试结果并无明显规律。这些数据表明，与整体个性测评相比，针对共情和非语言敏感度的特定心理测试在检测学生人际技能变化方面可能同样无效。
