Vannatta J B, Smith K R, Crandall S, Fischer P C, Williams K
University of Oklahoma College of Medicine (UOCM), Oklahoma City, USA.
Acad Med. 1996 Dec;71(12):1360-2. doi: 10.1097/00001888-199612000-00022.
This randomized controlled study compared the interviewing skills of first-year medical students receiving feedback primarily from standardized patients (SPs) with those of students receiving feedback primarily from faculty.
All 154 first-year students at the University of Oklahoma College of Medicine in 1993-94 were video-taped to assess baseline and post-instruction interviewing skills. All the students, randomized to one of three study groups, attended two four-hour workshops on interviewing skills. Instruction in the groups was as similar as possible except in the matter of who provided feedback. Two rating systems were used to rate the videotaped interviews for performances of targeted skills.
Complete, usable data were available for 120 (78%) of the students. Skill ratings using the Arizona Clinical Interview Rating Scale were significantly higher for the "types of questions used" and "use of empathy" items in the SP-led feedback group. No significant difference in ratings was detected among the groups as measured by the Rotor Interactional Analysis System.
The SPs were at least as effective as the faculty in effecting behavioral changes in the first-year medical students' interviewing skills.
这项随机对照研究比较了主要从标准化病人（SPs）获得反馈的一年级医学生与主要从教员获得反馈的学生的访谈技巧。
1993 - 1994年俄克拉荷马大学医学院的所有154名一年级学生都被录像，以评估基线和教学后的访谈技巧。所有学生被随机分配到三个研究组之一，参加了两个为期四小时的访谈技巧工作坊。除了提供反馈的人不同外，各小组的教学尽可能相似。使用两种评分系统对录像访谈中的目标技能表现进行评分。
120名（78%）学生有完整可用的数据。在以标准化病人为主导的反馈组中，使用亚利桑那临床访谈评分量表对“所使用问题的类型”和“共情的运用”项目的技能评分显著更高。通过转子互动分析系统测量，各小组之间在评分上未发现显著差异。
在影响一年级医学生访谈技巧的行为变化方面，标准化病人至少与教员一样有效。
