Menzel Maren, Philipp Swetlana, Schulz Katrin, Fankhänel Thomas, Rehmer Sabine, Hardecker Susanne, Portius Dorothea, Ramminger Sara, Zergiebel Ulrike, Schochow Maximilian, Paridon Hiltraut, Sänger Sylvia, Trummer Anja, Ernst Alexander, Meusel Sandra, Wick Katharina
SRH University of Applied Science Heidelberg, Campus Gera, Gera, Germany.
University Hospital Jena, Institute for Psychosocial Medicine, Psychotherapy and Psychooncology, Jena, Germany.
GMS J Med Educ. 2025 Apr 15;42(2):Doc22. doi: 10.3205/zma001746. eCollection 2025.
The aim of this study is to test and evaluate a one-time communication training session.
The focus of the evaluation is on the self-assessed communicative self-efficacy (SE-12) of students in the undergraduate degree programme in psychology before and after completing the communication training in the skills lab, during which simulated patients were used. The communication training was also evaluated by the students, and both positive feedback and suggestions for improvement were recorded. To do this, a quantitative study with a quasi-experimental design and a retrospective pre-post measurement (then-test) was conducted. The sample consists of 16 students in the undergraduate psychology programme at the SRH University of Applied Sciences Campus Gera (age: =20.9, =1.7; 87.5% female). The available data was analysed descriptively and using t-tests.
The results show that students who completed the communication training report significantly higher communicative self-efficacy than prior to the communication training (t(15)=-6.04, p<.001, d=.75). Furthermore, the students rated the communication training positively.
From the results, it can be concluded that simulation-based communication training can positively influence psychology students' communicative self-efficacy and that they rate the training positively. Communication training can be viewed as an important means to implement the mandated teaching of professionally relevant skills to psychology students in order to prepare them for professional participation in the labour market.
本研究旨在测试和评估一次沟通培训课程。
评估的重点是心理学本科课程的学生在技能实验室完成沟通培训前后的自我评估沟通自我效能感（SE-12），培训期间使用了模拟患者。学生们也对沟通培训进行了评估，并记录了积极反馈和改进建议。为此，进行了一项采用准实验设计和回顾性前后测量（后测）的定量研究。样本包括SRH应用科学大学 Gera 校区心理学本科课程的16名学生（年龄：=20.9，=1.7；87.5%为女性）。对可用数据进行了描述性分析并使用了t检验。
结果表明，完成沟通培训的学生报告的沟通自我效能感明显高于沟通培训前（t(15)= -6.04，p<.001，d=.75）。此外，学生们对沟通培训给予了积极评价。
从结果可以得出结论，基于模拟的沟通培训可以对心理学专业学生的沟通自我效能感产生积极影响，并且他们对培训给予了积极评价。沟通培训可以被视为向心理学专业学生实施专业相关技能规定教学的重要手段，以便使他们为参与劳动力市场做好准备。
