Stillman P L, Sabers D L, Redfield D L
Pediatrics. 1977 Aug;60(2):165-9.
This report describes an attempt to evaluate the effectiveness of "trained mother" interviews early in the medical school curriculum. As an adjunct to a first-year course that teaches interviewing techniques, half of the students were exposed to an interview with one of three trained mothers early in the course. This treatment interview was immediately followed by a feedback session which concentrated on the content and process of interviewing. At the end of the course, all students had an evaluative interview. Those students who had an initial interview and feedback session with a trained mother scored significantly higher on both the content and process of their interviews than the control group. This technique is an effective and efficient way to teach interviewing skills to medical students prior to entering any of their clinical clerkships. A follow-up assessment conducted one year later indicated that one interview with a trained mother is sufficient for optimal learning and that the skills learned are retained over at least that period of time.
本报告描述了一项在医学院课程早期评估“训练有素的母亲”访谈效果的尝试。作为一门教授访谈技巧的一年级课程的辅助内容，一半的学生在课程早期接受了与三位训练有素的母亲之一的访谈。这次治疗性访谈之后紧接着是一个反馈环节，该环节专注于访谈的内容和过程。在课程结束时，所有学生都接受了一次评估性访谈。那些与训练有素的母亲进行了初次访谈和反馈环节的学生，在访谈的内容和过程方面的得分均显著高于对照组。这种技巧是在医学生进入任何临床实习之前教授他们访谈技能的一种有效且高效的方法。一年后进行的后续评估表明，与训练有素的母亲进行一次访谈就足以实现最佳学习效果，并且所学技能至少在那段时间内得以保留。
