Ramseier Christoph A, Hübschi Céline, Crnić Tin, Woelber Johan P
Department of Periodontology, School of Dental Medicine, University of Bern, Bern, Switzerland.
Independent Researcher, Mainz, Germany.
Eur J Dent Educ. 2024 Feb;28(1):227-235. doi: 10.1111/eje.12940. Epub 2023 Aug 9.
Communication training has become an essential part of the dental curriculum. The aim of this study was to evaluate the communication curriculum developed and introduced 2016-2021 at the University of Bern, School of Dental Medicine (SDM), Switzerland.
The curriculum was implemented cumulatively in three phases: (1) lectures and accompanying role plays, (2) forum theatre and trainer-based communication training and (3) self-assessment. Students were surveyed 2016-2021 at the end of each semester using anonymous online questionnaires with five-point Likert scales (0-4).
A total of 191 fourth- and fifth-year students were surveyed, and 165 (86.4%) questionnaires were analysed. The mean age of the participants was 24.2 ± 1.4 and 45.5% were female. While students' opinions about the need to communicate increased during weekly lectures in phase 1, their opinions about their ability to communicate simultaneously decreased. During phase 2, fourth-year students' opinions on the need to communicate with dental patients increased from 3.22 ± 0.61 to 3.73 ± 0.45 (p = .001), anticipated benefits for dentists increased from 2.78 ± 0.71 to 3.43 ± 0.57 (p = .001) and for patients from 3.00 ± 0.76 to 3.47 ± 0.63 (p = .022). Only in phase 3, opinions on the ability to communicate statistically significantly increased for both fourth- (2.34 ± 0.71 to 2.72 ± 0.60, p = .033) and fifth-year (2.20 ± 0.63 to 2.86 ± 0.59, p = .001) students. Preferred teaching and assessment methods were trainer-based communication trainings (73.1%), lectures (67.3%) and self-assessments in the student clinic (59.6%).
Communication curricula in dental education using methods such as lectures and trainer-based communication trainings may additionally need to include self-assessments to be effective from the students' perspective.
沟通培训已成为牙科课程的重要组成部分。本研究的目的是评估2016 - 2021年在瑞士伯尔尼大学牙医学院（SDM）开发并引入的沟通课程。
该课程分三个阶段逐步实施：（1）讲座及配套角色扮演，（2）论坛剧场及基于培训师的沟通培训，（3）自我评估。在2016 - 2021年期间，每学期末使用具有五点李克特量表（0 - 4）的匿名在线问卷对学生进行调查。
共对191名四年级和五年级学生进行了调查，分析了165份（86.4%）问卷。参与者的平均年龄为24.2 ± 1.4岁，45.5%为女性。虽然在第一阶段的每周讲座期间，学生对沟通必要性的看法有所增加，但他们对自己沟通能力的看法却同时下降。在第二阶段，四年级学生对与牙科患者沟通必要性的看法从3.22 ± 0.61提高到3.73 ± 0.45（p = 0.001），对牙医预期益处的看法从2.78 ± 0.71提高到3.43 ± 0.57（p = 0.001），对患者预期益处的看法从3.00 ± 0.76提高到3.47 ± 0.63（p = 0.022）。仅在第三阶段，四年级（从2.34 ± 0.71到2.72 ± 0.60，p = 0.033）和五年级（从2.20 ± 0.63到2.86 ± 0.59，p = 0.001）学生对沟通能力的看法在统计学上显著提高。首选的教学和评估方法是基于培训师的沟通培训（73.1%）、讲座（67.3%）和学生诊所的自我评估（59.6%）。
从学生的角度来看，牙科教育中的沟通课程采用讲座和基于培训师的沟通培训等方法可能还需要包括自我评估才能有效。
