Mason J L, Barkley S E, Kappelman M M, Carter D E, Beachy W V
Office of Medical Education, University of Maryland School of Medicine, Baltimore.
J Med Educ. 1988 Aug;63(8):629-35. doi: 10.1097/00001888-198808000-00007.
The purpose of the project reported here was to develop and evaluate an educational intervention to improve the interviewing skills learned in medical school. Sixty fourth-year medical students in a required ambulatory care rotation were randomly selected and randomly assigned to one of four conditions. All students interviewed a simulated patient who presented with one of five main complaints, and the interview was videotaped. Students were assigned to a control group or to one of three intervention groups: viewing a self-instruction videotape, viewing and critiquing a videotape of their interview, or both of these activities. The students assigned to the control group did not participate in any educational interventions. At the end of the intervention period, the students again interviewed a simulated patient and were videotaped. The 120 videotaped interviews were reliably rated by a scoring system developed by the project team. The postintervention interviews conducted by students in the two groups that used the self-instruction videotape received significantly higher ratings than those in the control group. These results suggest that this self-instruction intervention can improve the interviewing skills of senior medical students.
本文所报告项目的目的是开发并评估一种教育干预措施，以提升在医学院所学的问诊技巧。在一次必修的门诊护理轮转课程中，随机挑选了60名四年级医学生，并将他们随机分配到四种情况之一。所有学生都对一名表现出五种主要主诉之一的模拟患者进行了问诊，且问诊过程被录像。学生们被分配到一个对照组或三个干预组之一：观看自我指导录像带、观看并评价自己问诊的录像带，或参与这两项活动。被分配到对照组的学生不参与任何教育干预。在干预期结束时，学生们再次对一名模拟患者进行问诊并录像。由项目团队开发的评分系统对这120份录像问诊进行了可靠评分。使用自我指导录像带的两组学生在干预后进行的问诊得到的评分显著高于对照组。这些结果表明，这种自我指导干预可以提高高年级医学生的问诊技巧。
