Department of Psychological Medicine, Peking Union Medical College Hospital, Chinese Academy of Medical Sciences & Peking Union Medical College, Shuaifuyuan1, Dongcheng District, Beijing, 100730, PR China.
Department of Gastroenterology, Peking Union Medical College Hospital, Chinese Academy of Medical Sciences & Peking Union Medical College, Shuaifuyuan1, Dongcheng District, Beijing, 100730, PR China.
BMC Med Educ. 2020 Nov 26;20(1):473. doi: 10.1186/s12909-020-02387-9.
The doctor-patient relationship in China has deteriorated in recent years, and poor doctor-patient communication is one of the main reasons. How to effectively carry out doctor-patient communication training originated from the West among Chinese medical students still to be studied. In the past decade, Peking Union Medical College has adopted clinical scenario drama to teach doctor-patient relationship and clinical communication skills. The aim of this study was to introduce clinical scenario dramas and evaluate its effectiveness in promoting doctor-patient relationships and clinical communication skills through students' self-perceptions in Chinese medical students.
This study was a retrospective, self-controlled study and conducted from March 2009 to October 2018. Doctor-patient relationship and communication skills training were administered to all sixth-year medical students, which involved lectures and various clinical scenario dramas. The program totaled 24 h, of which each class session was 3 h, with 8 sessions in total. All students were requested to complete an anonymous 5 likert self-rating survey including self-confidence in using communication skills and self-perceived learning attitude and ability before and at the end of the course. In addition, they were requested to evaluate the curriculum after completion of the course.
Clinical scenario dramas helped students improve their self-confidence in clinical communication skills except for psychosomatic history taking (p < 0.05). The interests for participation in clinical scenario dramas were higher compared to attending lectures (4.39 ± 0.610 Vs 4.07 ± 0.831, p<0.01). Study participants were highly satisfied in the course setting, teaching instructors and content (4.61 ± 0.546, 4.65 ± 0.535, 4.63 ± 0.534). The self-evaluation results demonstrated that clinical scenario dramas improved the learning ability of medical students (p < 0.05).
The use of clinical scenario dramas was helpful in teaching doctor-patient communication skills.
近年来，中国的医患关系恶化，医患沟通不畅是主要原因之一。如何有效地在中国医学生中开展源自西方的医患沟通培训仍有待研究。在过去的十年中，北京协和医学院采用临床情景剧来教授医患关系和临床沟通技巧。本研究旨在介绍临床情景剧，并通过中国医学生的自我感知来评估其在促进医患关系和临床沟通技巧方面的效果。
本研究为回顾性、自身对照研究，于 2009 年 3 月至 2018 年 10 月进行。所有六年级医学生均接受医患关系和沟通技巧培训，包括讲座和各种临床情景剧。该项目共 24 小时，每节课 3 小时，共 8 节课。所有学生在课程开始前和结束时都被要求完成一份匿名的 5 级李克特自我评估调查，包括对使用沟通技巧的自信程度以及自我感知的学习态度和能力。此外，他们在课程结束后被要求对课程进行评价。
临床情景剧有助于学生提高临床沟通技巧的自信心，除了身心病史采集（p<0.05）。与参加讲座相比，学生对参加临床情景剧的兴趣更高（4.39±0.610 对 4.07±0.831，p<0.01）。研究参与者对课程设置、教学讲师和教学内容非常满意（4.61±0.546、4.65±0.535、4.63±0.534）。自我评价结果表明，临床情景剧提高了医学生的学习能力（p<0.05）。
使用临床情景剧有助于教授医患沟通技巧。
