Evans B J, Sweet B, Coman G J
Austin Hospital Clinical School, University of Melbourne, Heidelberg, Victoria, Australia.
Med Educ. 1993 Jul;27(4):344-50. doi: 10.1111/j.1365-2923.1993.tb00279.x.
This study evaluated the effectiveness of a communication programme taught to medical students at the University of Melbourne in their preclinical years. The effectiveness of the programme was assessed by comparing videotaped history-taking interviews completed by a cohort of first-year clinical students in 1986, who had not undertaken the communication programme, with a similar cohort of first-year clinical students in 1992 who had undertaken the programme. The students from the 1986 cohort who had not undertaken communication training in their preclinical course completed their videotaped interviews as part of the experimental evaluation of a consulting skills training programme carried out in 1986-87. A comparison of ratings given by two experimentally naive, independent observers revealed that the 1992 student cohort demonstrated some significantly better skills at questioning and facilitating communication with patients. By contrast, the 1986 student cohort showed significantly greater skills at maintaining relevance in their interviews and greater capacity to explore patients' psychosocial concerns. These data suggest that students acquire the most effective interview skills when interacting with patients during their clinical training.
本研究评估了墨尔本大学在医学生临床前阶段教授的一项沟通课程的效果。通过比较1986年一组未参加该沟通课程的一年级临床学生完成的录像病史采集访谈，与1992年一组参加了该课程的类似一年级临床学生的访谈，来评估该课程的效果。1986年那组在临床前课程中未接受沟通培训的学生，作为1986 - 1987年开展的一项咨询技能培训项目实验评估的一部分，完成了他们的录像访谈。两位毫无经验的独立观察者给出的评分比较显示，1992年的学生群体在询问和促进与患者沟通方面表现出一些明显更好的技能。相比之下，1986年的学生群体在访谈中保持相关性方面表现出明显更强的技能，并且在探索患者心理社会问题方面能力更强。这些数据表明，学生在临床培训期间与患者互动时能获得最有效的访谈技能。
