Ross Michael W, Newstrom Nicholas, Coleman Eli
Program in Human Sexuality, University of Minnesota Medical School, Minneapolis, MN, USA.
Program in Human Sexuality, University of Minnesota Medical School, Minneapolis, MN, USA.
Sex Med. 2021 Feb;9(1):100290. doi: 10.1016/j.esxm.2020.100290. Epub 2020 Dec 13.
Cancellation of university classes during the coronavirus disease 2019 pandemic challenges teaching inperson sexual history-taking skills to medical, physician assistant, and nursing students. We used commercial online electronic services for medical students to learn sexual history-taking skills.
A total of 174 medical students viewed a lecture on sexual history taking and the PLISSIT model (Permission, Limited Information, Specific Suggestion, Intensive Therapy) and were then randomized into dyads. They arranged a time to meet online on Zoom with their partner, chose a simple sexual history case-history (male or female) from a small selection, and recorded the 5- to 6-minute sexual history within a 1-week time frame. Each student played a "provider" or "patient" and then switched roles with a new case. One of the course tutors, all sexual health practitioners, downloaded 10 videos randomly assigned to them asynchronously and viewed and commented on the interaction of each "provider" along with comments on what to improve in the sexual history. 2 weeks later after the remainder of the lectures in the course, a second, more complex set of 8 cases were provided, so students could move at their comfort pace and choose 1.
Students were required to make 1 online post and 1 comment on another student's post for each case, on the experience, and associated issues arising, positive or negative. All comments were downloaded and analyzed by theme.
Major themes included developing comfort in using sexual language, using simpler sexual terms suitable for patients, feeling confidence and mastery, excitement using technology developing clinical skills, surprise watching their performances and body language, observation of how they appeared to the "patient," organizing sexual histories and incorporating PLISSIT model, ability to ask about context and relationships, and seeing the exercise as building on existing clinical skills training. Some expressed anxiety and nervousness, which by the second case had largely or completely dissipated.
A readily replicable, secure, cheap cloud-based model to integrate sexual history training asynchronously was provided, with tutors' comments, and student skills development, and performance evaluated. Ross MW, Newstrom N, Coleman E. Teaching Sexual History Taking in Health Care Using Online Technology: A PLISSIT-Plus Zoom Approach During the Coronavirus Disease 2019 Shutdown. Sex Med 2021;9:100290.
2019年冠状病毒病大流行期间大学课程取消，这给向医学生、医师助理学生和护理专业学生传授面对面性史采集技能带来了挑战。我们利用商业在线电子服务让医学生学习性史采集技能。
共有174名医学生观看了一段关于性史采集和PLISSIT模型（许可、有限信息、具体建议、强化治疗）的讲座，然后被随机分成两人一组。他们安排好时间在Zoom上与搭档进行线上会面，从一小部分案例中选择一个简单的性史病例（男性或女性），并在1周时间内记录5至6分钟的性史。每个学生分别扮演“提供者”或“患者”，然后换一个新案例再交换角色。课程导师之一，均为性健康从业者，异步下载随机分配给他们的10个视频，观看并评论每个“提供者”的互动情况，以及对性史采集过程中有待改进之处的评论。在课程其余讲座结束2周后，又提供了第二组8个更复杂的案例，以便学生能够按照自己的节奏进行选择1个案例。
要求学生针对每个案例在网上发布1条帖子，并对另一名学生的帖子发表1条评论，内容涉及经历以及出现的相关问题，包括积极的和消极的。所有评论均被下载并按主题进行分析。
主要主题包括在使用性相关语言时变得自在、使用更适合患者的简单性术语、感到自信和掌握要领、因利用技术培养临床技能而兴奋、对自己的表现和肢体语言感到惊讶、观察自己在“患者”眼中的样子、整理性史并纳入PLISSIT模型、询问背景和关系的能力，以及将该练习视为基于现有临床技能培训的拓展。一些学生表示有焦虑和紧张情绪，但到第二个案例时，这种情绪已基本或完全消散。
提供了一种易于复制、安全、廉价的基于云的模型，用于异步整合性史培训，并配有导师的评论，同时对学生的技能发展和表现进行了评估。罗斯·MW、纽斯特罗姆·N、科尔曼·E。在2019年冠状病毒病停课期间使用在线技术进行医疗保健中性史采集的教学：一种PLISSIT加Zoom的方法。《性医学》2021年；9：100290。
