Moral Roger Ruiz, García de Leonardo Cristina, Caballero Martínez Fernando, Monge Martín Diana
Communication Skills Unit,
Medical Education Unit, School of Medicine, Francisco de Vitoria University, Madrid, Spain,
Adv Med Educ Pract. 2019 Feb 12;10:55-61. doi: 10.2147/AMEP.S182879. eCollection 2019.
The value students give to communication skills (CS), acquiring them, or other related matters can influence the effectiveness of educational programs. In this study, we explored first and fourth year medical students' attitudes toward CS and their learning, assessing the possible influence they have on programmed experiential training in a medical school.
Two hundred and twenty first and fourth year medical students completed the Communication Skills Attitudes Scale, analyzing the positive and negative, and affective and cognitive attitude subscales toward learning.
Fourth year students trained in CS showed less positive attitudes toward CS than first year untrained students. Cognitive and affective attitudes displayed different patterns in both groups; while affective attitudes decreased in fourth year students, cognitive attitudes did not vary significantly between groups. Accumulated learning experiences seem to be more influential than sex.
The findings suggest that students' attitudes toward CS could decline as a result of CS training. Nevertheless, students' attitudes at the cognitive and fundamental level stay fairly unchanged. Learning CS with experiential methods seems to be challenging for students at a personal level; so, educators should personalize these methods as much as possible. However, further studies using longitudinal research designs should be performed for exploring students' attitudes changes over time.
学生对沟通技能（CS）的重视程度、获取沟通技能的情况或其他相关事项会影响教育项目的有效性。在本研究中，我们探讨了一年级和四年级医学生对沟通技能及其学习的态度，评估了他们对医学院程序性体验式培训可能产生的影响。
220名一年级和四年级医学生完成了沟通技能态度量表，分析了对学习的积极和消极态度以及情感和认知态度子量表。
接受过沟通技能培训的四年级学生对沟通技能的积极态度不如未接受培训的一年级学生。两组学生的认知态度和情感态度呈现出不同的模式；四年级学生的情感态度有所下降，而两组学生的认知态度没有显著差异。积累的学习经历似乎比性别更具影响力。
研究结果表明，沟通技能培训可能会导致学生对沟通技能的态度下降。然而，学生在认知和基本层面的态度保持相当稳定。采用体验式方法学习沟通技能对学生个人来说似乎具有挑战性；因此，教育工作者应尽可能使这些方法个性化。然而，应该进行进一步的纵向研究，以探讨学生态度随时间的变化。
