Universidad Francisco de Vitoria, Facultad de Ciencias de la Salud, Escuela de Medicina, Departamento de Educación Médica, Madrid, Spain.
Instituto Maimónides de Investigación Biomédica de Córdoba (IMIBIC), Córdoba, Spain.
GMS J Med Educ. 2021 Sep 15;38(6):Doc107. doi: 10.3205/zma001503. eCollection 2021.
To explore medical students' attitudes towards communication skills and the evolution of these attitudes from their first to fourth academic years. A cohort of 91 medical students completed the Communication Skills Attitudes Scale (CSAS) at the beginning of their medical studies and at the end of their fourth year after having engaged in a training program in communication skills with experiential characteristics (individual encounters with simulated patients, observations in small groups, feedback, and practice). We analyzed students' positive and negative global attitudes and their affective, cognitive, and respect dimensions towards learning communication skills. Medical students' attitudes toward communication skills declined from their first (52.8) to fourth year (49.6) (p=.011). Along with this significant decrease in positive attitudes, a significant increase in negative attitudes toward communication skills was also observed in trained students (32.2 vs. 34.2; p=.023). The decline in students' attitudes mainly involves a decline in their affective (51.4 vs. 47.3, p=.001) but not cognitive (18.3) attitudes. Female students have more positive attitudes towards communication skills than male students. The decline in students' attitudes, mainly in the affective dimension, could be related to their accumulated learning experiences during the learning process and particularly their experiential training in communication skills. Nevertheless, the importance students give to communication skills in the cognitive dimension remains unchanged. Students' gender also seems to influence their attitudes. Further research is needed to assess the role of other factors involved in this decrease in positive and affective attitudes.
为了探究医学生对沟通技巧的态度以及这些态度从第一学年到第四学年的演变。一组 91 名医学生在开始学医时和在第四年结束时完成了沟通技巧态度量表（CSAS），在此期间他们参加了一个具有体验式特征的沟通技巧培训项目（与模拟患者的个别接触、小组观察、反馈和实践）。我们分析了学生对学习沟通技巧的积极和消极的整体态度以及情感、认知和尊重维度。医学生对沟通技巧的态度从第一年（52.8）下降到第四年（49.6）（p=.011）。随着积极态度的显著下降，接受过培训的学生对沟通技巧的消极态度也显著增加（32.2 对 34.2；p=.023）。学生态度的下降主要涉及情感（51.4 对 47.3，p=.001）而非认知（18.3）态度的下降。女学生对沟通技巧的态度比男学生更积极。学生态度的下降，主要是在情感维度，可能与他们在学习过程中的积累学习经验有关，特别是与沟通技巧的体验式培训有关。然而，学生在认知维度上对沟通技巧的重视程度保持不变。学生的性别似乎也影响他们的态度。需要进一步的研究来评估其他因素在积极和情感态度下降中的作用。
