Aalboe Joanna A, Schumacher Mitzi M
Prof. Aalboe is Chief and Assistant Professor, Division of Dental Public Health, Center for Oral Health Research, College of Dentistry, University of Kentucky; Dr. Schumacher is Professor, Department of Behavioral Science, College of Medicine, University of Kentucky.
J Dent Educ. 2016 Jan;80(1):58-64.
The aim of this study was to explore the internal structure of an instrument assessing dental students' confidence in their ability to communicate with patients in six specific circumstances (anxious, in pain, etc.) using exploratory factor analysis. In a Communication in the Dental Health Care Setting course at a U.S. dental school, second-year dental students in two years (2013 and 2014) responded to the six items on a survey instrument. Of the total 123 students, 122 fully completed the instrument, for a response rate of 99%. Analysis of the results identified a unidimensional scale with regards to patient-specific communication self-efficacy and explained 74% of the total variance. The scale had good internal consistency reflected by high Cronbach's alpha (α=0.929, 95% CI [0.907, 0.947]). These findings suggest the instrument may be a useful tool in assessing the development of patient communication skills in second-year dental students following a course in communication. Further exploration utilizing confirmatory analysis, determining predictive validity, and assessing convergent and discriminant evidence is warranted.
本研究旨在运用探索性因素分析，探究一种评估牙科学生在六种特定情况下（如焦虑、疼痛等）与患者沟通能力的工具的内部结构。在美国一所牙科学院的口腔保健环境沟通课程中，两年（2013年和2014年）的二年级牙科学生对一份调查问卷中的六个项目进行了回应。在总共123名学生中，122名学生完整地完成了该问卷，回复率为99%。结果分析确定了一个关于特定患者沟通自我效能的单维量表，该量表解释了总方差的74%。该量表具有良好的内部一致性，Cronbach's alpha值较高（α=0.929，95%可信区间[0.907, 0.947]）。这些发现表明，该工具可能是评估二年级牙科学生在沟通课程后患者沟通技能发展的有用工具。有必要进一步运用验证性分析、确定预测效度以及评估聚合和区分证据进行探索。
