Universitätsklinikum Würzburg, Institut für Allgemeinmedizin, Würzburg, Germany.
Universitätsklinikum und Universität Würzburg, Zentrum für Psychische Gesundheit, Arbeitsbereich Medizinische Psychologie und Psychotherapie, Würzburg, Germany.
GMS J Med Educ. 2021 Mar 15;38(3):Doc54. doi: 10.3205/zma001450. eCollection 2021.
Communicative skills can be taught and trained as part of medical training. In these courses, lecturers or tutors serve as instructors, and students perform interviews with simulated patients (SP) or role-play (RP) with fellow students. The present study was conducted to identify the combination of applied teaching methods that is most effective. n=144 third-year (5th semester) medical students attended a medical history-taking course that consisted of three separate sessions (90 minutes each). Students were randomized into three groups. Groups 1 and 2 received training with SP in sessions one and two, followed by RP training in session three; (teaching by lecturer = SP-Lecturer group vs. teaching by tutor = SP-Tutor group). Group 3 received two sessions of RP training and a SP-based training in session three (teaching by tutor = RP-Tutor group). After completing the course, students had to rate their learning success using a short questionnaire, pass an SP-OSCE station and were supposed to answer exam questions. The OSCE performance of both the SP-Lecturer group (n=28) and the RP-Tutor group (n=44) was significantly better than that of the SP-Tutor group (n=26; =.018 and =.041, respectively). All groups reported an increase in self-rated history-taking skills (<.001). There was no difference between groups in the results achieved on the final exam. Students receiving SP-based teaching benefit more from a lecturer-taught course, while students instructed by tutors benefit more from RP-based teaching. The significant learning progress highlights the great advantage of taking the course as part of medical studies. Further research should aim to determine at which time each teaching method improves learning progress most effectively.
沟通技巧可以作为医学培训的一部分进行教授和训练。在这些课程中，讲师或导师担任指导者，学生与模拟患者（SP）进行访谈或与同学进行角色扮演（RP）。本研究旨在确定最有效的应用教学方法组合。n=144 名三年级（第 5 学期）医学生参加了一门医学史采集课程，该课程由三个单独的课程组成（每个课程 90 分钟）。学生被随机分为三组。第 1 组和第 2 组在第 1 节和第 2 节接受 SP 培训，然后在第 3 节接受 RP 培训；（由讲师授课=SP-讲师组与由导师授课=SP-导师组）。第 3 组在第 2 节和第 3 节接受了两节课的 RP 培训和一节基于 SP 的培训（由导师授课=RP-导师组）。完成课程后，学生必须使用简短的问卷评估他们的学习成果，通过 SP-OSCE 站，并回答考试问题。SP-讲师组（n=28）和 RP-导师组（n=44）的 OSCE 表现均明显优于 SP-导师组（n=26；分别为 =.018 和 =.041）。所有组都报告说，自我评估的病史采集技能有所提高（<.001）。各组在期末考试中的成绩没有差异。接受基于 SP 的教学的学生从讲师授课的课程中受益更多，而接受导师指导的学生从基于 RP 的教学中受益更多。显著的学习进步强调了将课程作为医学研究一部分的巨大优势。进一步的研究应旨在确定每种教学方法在何时最有效地提高学习进度。
