Wolraich M L, Albanese M, Reiter-Thayer S, Barratt W
J Med Educ. 1982 Aug;57(8):621-5. doi: 10.1097/00001888-198208000-00007.
The purpose of the study reported here was to determine whether improvement in medical knowledge affects medical students' interviewing skills in each, or any, of the four years of medical school. Nineteen first-year students, 21 second-year students, 18 third-year students, and 20 fourth-year students at the University of Iowa College of Medicine were randomly assigned to an experimental or a control group. The experimental group observed a 45-minute videotape lecture that discussed the practical issues of the diagnosis and management of children with meningomyelocele. All subjects in both groups then completed a multiple-choice examination on meningomyelocele. The interviews were videotaped and then blindly rated. The results of the ratings show that there was no group effect but there was a significant class difference in that the first-year class was less sophisticated than the three other classes. The results suggest that interview skills are not affected by increasing knowledge about medical conditions but do improve with training in interview skills.
本文所报告的研究目的是确定医学知识的提高是否会影响医学院四年中每一年或任何一年医学生的问诊技巧。爱荷华大学医学院的19名一年级学生、21名二年级学生、18名三年级学生和20名四年级学生被随机分配到实验组或对照组。实验组观看了一段45分钟的录像讲座，内容是关于脊髓脊膜膨出患儿诊断和治疗的实际问题。两组的所有受试者随后都完成了关于脊髓脊膜膨出的多项选择题考试。访谈被录像，然后进行盲评。评分结果显示，不存在组间效应，但存在显著的年级差异，即一年级学生不如其他三个年级的学生成熟。结果表明，问诊技巧不会受到医学病症知识增加的影响，但会通过问诊技巧培训得到提高。
