Breil Simon M, Amelung Dorothee, Oberst Sebastian, Rollinger Torsten, Ahrens Helmut, Garbe Amelie, Kadmon Martina, Marschall Bernhard, Back Mitja D, Peters Harm
Department of Psychology, University of Münster, Germany.
Medical Faculty, Heidelberg University, Germany.
Perspect Med Educ. 2024 Dec 26;13(1):635-645. doi: 10.5334/pme.1171. eCollection 2024.
Social skills (e.g., assertiveness, empathy, ability to accept criticism) are essential for the medical profession and therefore also for the selection and development of medical students. However, the term "social skills" is understood differently in different contexts. There is no agreed upon taxonomy for classifying physicians' social skills, and skills with the same meaning often have different names. This conceptual ambiguity presents a hurdle to cross-context communication and to the development of methods to assess social skills. Drawing from behavioral psychology, we aim to contribute to a better understanding of social skills in the medical context. To this end, we introduce a theoretically and empirically informed taxonomy that can be used to integrate the large number of different social skills. We consider how skills manifest at the behavioral level to ensure that we focus only on skills that are actually observable, distinguishable, and measurable. Here, behavioral research has shown that three overarching skill dimensions can be seen in interpersonal situations and are clearly distinguishable from each other: (i.e., getting ahead in social situations), (i.e., getting along in social situations), and (i.e., staying calm in social situations). We show that almost all social skills relevant for physicians fit into this structure. The approach presented allows redundant descriptions to be combined under three clearly distinguishable and behavior-based dimensions of social skills. This approach has implications for the assessment of social skills in both the selection and development of students.
社交技能（例如，自信、同理心、接受批评的能力）对于医学专业至关重要，因此对于医学生的选拔和培养也很重要。然而，“社交技能”一词在不同语境下有不同的理解。对于医生社交技能的分类，目前尚无公认的分类法，而且具有相同含义的技能往往有不同的名称。这种概念上的模糊性给跨语境交流以及社交技能评估方法的发展带来了障碍。借鉴行为心理学，我们旨在促进对医学背景下社交技能的更好理解。为此，我们引入一种理论和实证相结合的分类法，可用于整合大量不同的社交技能。我们考虑技能在行为层面的表现方式，以确保我们只关注那些实际可观察、可区分和可测量的技能。在此，行为研究表明，在人际情境中可以看到三个总体技能维度，且它们彼此明显可区分：（即，在社交情境中取得进展）、（即，在社交情境中融洽相处）以及（即，在社交情境中保持冷静）。我们表明，几乎所有与医生相关的社交技能都符合这一结构。所提出的方法允许在社交技能的三个明显可区分且基于行为的维度下对冗余描述进行整合。这种方法对学生选拔和培养过程中的社交技能评估具有启示意义。
