Pavlát J
Psychiatrická klinika 1. LF UK, Praha.
Cas Lek Cesk. 1994 Jul 18;133(14):423-5.
Curriculum of medicine on most of medical faculties reshapes rapidly in last decades. The main afford aims to reform the classic curriculum so that students would be able to enter actively the teaching process and acquire the theoretic knowledge in course of solving practical medical problems. This trend led to complete restructuring of medical curriculum on Mcmaster university in Canada and Maastricht university in the Netherlands. Further medical faculties introduce since early eighties workshops on communication skills. Those skills create and maintain the doctor-patient relationship, gather the relevant verbal information and contribute to the solution of the problem. Workshops on communication skills use video feedback and feedback provided by the group. The role playing, simulated patients and the real patients are used. It is essential for the productivity of learning process to have an nondirective supportive teacher and to make students responsible for the progress. The First Medical Faculty of the Charles University adopted the teaching model developed on basis of experience with postgraduate education of general practitioners.
在过去几十年里，大多数医学院校的医学课程都在迅速重塑。主要努力旨在改革经典课程，以便学生能够积极参与教学过程，并在解决实际医学问题的过程中获取理论知识。这一趋势导致加拿大麦克马斯特大学和荷兰马斯特里赫特大学的医学课程进行了全面重组。自八十年代初以来，更多医学院校引入了沟通技能工作坊。这些技能有助于建立和维持医患关系，收集相关的口头信息，并有助于解决问题。沟通技能工作坊使用视频反馈和小组提供的反馈。采用角色扮演、模拟患者和真实患者。学习过程的高效进行至关重要的一点是要有一位非指导性的支持性教师，并让学生对自己的进步负责。查理大学第一医学院采用了基于全科医生研究生教育经验开发的教学模式。
