Maupome Gerardo, Holcomb Christopher, Schrader Stuart
Dr. Maupome is Professor, Department of Cariology, Operative Dentistry, and Dental Public Health, Indiana University School of Dentistry; Mr. Holcomb is a dental student, Indiana University School of Dentistry; and Dr. Schrader is Associate Professor, Department of Biomedical and Applied Sciences, Indiana University School of Dentistry.
J Dent Educ. 2016 Nov;80(11):1349-1356.
The aim of this study was to establish whether frequency of non-diagnostic, non-management exchanges between clinicians and patient (called "socioemotional communication," SC) during a consultation differed between fourth-year dental students and dentists, controlling for clinically driven exchanges of information. Fifteen dentists and 17 fourth-year dental students were recorded in 2006 while undergoing a consultation with a live standardized patient and were subsequently interviewed by investigators in a separate room with the recording present for analysis. Their shared interpretations of cognitive strategies were recorded and compared for differences in the presence of SC. The results showed that most of the students and dentists engaged in SC throughout the consultation with a few exceptions. There were no significant differences between student and dentist cohorts for overall SC presence (p=0.62), time to first instance of SC from overall start of the consultation (p=0.73), and time to first instance of SC after first intraoral examination had taken place (p=0.76). Nonsignificant differences were also recorded for overall frequency at which SC occurred from overall start of the consultation (p=0.89) and after the first intraoral examination had taken place (p=0.12). The patterns showed SC interaction occurring throughout the consultation, not concentrated at the beginning or end. SC did not appear to differ between practitioners and students in terms of prevalence, frequency, or timing. Future research should examine the detailed association between SC and diagnostic thinking processes to further delineate the relationship and characterize possible pedagogical applications.
本研究的目的是确定在控制由临床驱动的信息交流的情况下，四年级牙科学生与牙医在会诊期间临床医生与患者之间非诊断性、非管理性交流（称为“社会情感交流”，SC）的频率是否存在差异。2006年，记录了15名牙医和17名四年级牙科学生与一名活体标准化患者进行会诊的过程，随后研究人员在一个单独的房间里对他们进行了访谈，访谈时播放录制内容以供分析。记录并比较了他们对认知策略的共同解读，以找出社会情感交流方面的差异。结果显示，除少数例外，大多数学生和牙医在整个会诊过程中都进行了社会情感交流。在社会情感交流的总体存在情况（p = 0.62）、从会诊开始到首次出现社会情感交流的时间（p = 0.73）以及首次口腔内检查后到首次出现社会情感交流的时间（p = 0.76）方面，学生组和牙医组之间没有显著差异。从会诊开始到社会情感交流出现的总体频率（p = 0.89）以及首次口腔内检查后出现的总体频率（p = 0.12）也没有显著差异。这些模式表明，社会情感交流在整个会诊过程中都有发生，并非集中在开始或结束阶段。在发生率、频率或时间方面，从业者和学生之间的社会情感交流似乎没有差异。未来的研究应考察社会情感交流与诊断思维过程之间的详细关联，以进一步阐明这种关系并确定可能的教学应用。
