Roche A M, Stubbs J M, Sanson-Fisher R W, Saunders J B
Department of Psychiatry, University of Syndey, New South Wales, Australia.
Prev Med. 1997 Jan-Feb;26(1):78-85. doi: 10.1006/pmed.1996.9990.
Comparatively little is known about the most effective educational strategies to train medical students to successfully intervene in their patients' alcohol problems. The relative effectiveness of two educational programs to teach medical students brief intervention skills for managing alcohol problems was examined.
Teaching took place over 3 hr and was either the traditional didactic teaching program on the principles and practice of brief and early intervention or an interactive program involving a shortened lecture, clinical practice, and small group feedback on clinical performance. Students were assessed on a 10-min videotaped encounter with a simulated patient before and after teaching according to how they addressed alcohol-related issues and on their general interactional skills.
Performance on alcohol-related issues and interactional skills were significantly improved after teaching, although still poor in terms of clinical performance. A between-groups comparison on pre/ postteaching difference scores indicated interactive training was no more effective than traditional didactic lectures in developing the knowledge and skills needed for a brief alcohol intervention.
The need for more detailed teaching sessions on sensitive areas such as alcohol use in indicated.
对于培养医学生成功干预患者酒精问题的最有效教育策略，人们了解相对较少。本研究考察了两个教育项目在教授医学生管理酒精问题的简短干预技能方面的相对有效性。
教学时长为3小时，要么采用关于简短和早期干预原则与实践的传统讲授式教学项目，要么采用一个互动项目，该项目包括缩短的讲座、临床实践以及关于临床操作的小组反馈。根据学生在与模拟患者进行10分钟录像问诊时处理与酒精相关问题的方式以及他们的一般互动技能，在教学前后对学生进行评估。
教学后，学生在与酒精相关问题及互动技能方面的表现有显著改善，不过就临床操作而言仍较差。对教学前后差异分数进行的组间比较表明，在培养简短酒精干预所需的知识和技能方面，互动式培训并不比传统讲授式讲座更有效。
表明需要针对诸如饮酒等敏感领域开展更详细的教学课程。
