Lichtenstein Nora V, Haak Rainer, Ensmann Isabelle, Hallal Houda, Huttenlau Jana, Krämer Katharina, Krause Felix, Matthes Jan, Stosch Christoph
University of Cologne, Faculty of Medicine, Office of the Vice Dean for Teaching and Studies, Cologne, Germany.
University of Leipzig, Department of Cariology, Endodontology and Periodontology, Leipzig, Germany.
GMS J Med Educ. 2018 May 15;35(2):Doc18. doi: 10.3205/zma001165. eCollection 2018.
Teaching social and communicative competences has become an important part of undergraduate dental education. The aim of this study was to explore the influence of a longitudinal curriculum, addressing social and communication skills, on dental students' attitudes towards learning these skills. Data on the attitudes towards learning communication skills were collected at two German universities and compared in a cross-sectional survey. 397 dental students were included, 175 students attended a longitudinal curriculum addressing social and communicative competences while 222 students did not. The dental students' attitude towards learning communication skills was measured by a German version of the Communication Skills Attitude Scale (CSAS-D). Dental students who participated in a longitudinal communication curriculum had significantly lower negative attitudes towards learning communication skills than students who did not attend such courses. Differences in positive attitudes could not be found. Significant interaction effects were found for the factors gender and section of study: female students in the clinical section of their study who participated in the longitudinal curriculum reported higher positive attitudes and lower negative attitudes compared to female students in the preclinical section of study. The results of this study indicate that a longitudinal curriculum addressing communication skills can enhance positive and reduce negative attitudes towards learning communication skills. More longitudinal data is needed to explore to what extent gender affects development of communication skills and how students' attitudes towards learning communication change in the long run.
教授社会和沟通能力已成为本科牙科教育的重要组成部分。本研究的目的是探讨一门涉及社会和沟通技能的纵向课程对牙科学生学习这些技能态度的影响。在德国的两所大学收集了关于学习沟通技能态度的数据，并在横断面调查中进行了比较。共有397名牙科学生参与，其中175名学生参加了一门涉及社会和沟通能力的纵向课程，而222名学生未参加。牙科学生对学习沟通技能的态度通过德语版的沟通技能态度量表（CSAS-D）进行测量。参加纵向沟通课程的牙科学生对学习沟通技能的消极态度明显低于未参加此类课程的学生。未发现积极态度方面的差异。在性别和学习阶段这两个因素上发现了显著的交互作用：与处于临床学习阶段且参加纵向课程的女生相比，处于临床学习阶段且未参加纵向课程的女生对学习沟通技能的积极态度更低，消极态度更高。本研究结果表明，一门涉及沟通技能的纵向课程可以增强对学习沟通技能的积极态度，并减少消极态度。需要更多的纵向数据来探讨性别在多大程度上影响沟通技能的发展，以及从长远来看学生对学习沟通的态度如何变化。
