Farnill D, Todisco J, Hayes S C, Bartlett D
Department of Behavioural Sciences in Medicine, University of Sydney, Australia.
Med Educ. 1997 Mar;31(2):87-93. doi: 10.1111/j.1365-2923.1997.tb02464.x.
In a multicultural society such as Australia, with over 20% of its population born overseas, interpreters are often required to facilitate medical interviews. However, where a patient has some proficiency in English, medical interviews are sometimes conducted across the boundaries of culture and language. This is a report of an educational innovation to teach interviewing skills to pre-clinical medical students with the assistance of volunteers of non-English-speaking backgrounds. Pre-clinical students interviewed community volunteers on topics of general life history in a sequence of 16 tutorials. Each student conducted two interviews. Teaching methods included feedback from the volunteers, tutorial discussion facilitated by playback of videotapes, and modelling of skills by the teachers. Evaluations by volunteers and students indicated high satisfaction with the teaching methods and outcomes. Students gained confidence in interviewing people from different cultures. Evaluation of students' pairs of videotapes by an independent rater achieved satisfactory reliabilities and indicated significant gains in inquiry skills and the communication of positive attitudes. Skills in communicating empathy and in using simple language did not improve measurably.
在澳大利亚这样一个多元文化的社会中，超过20%的人口出生在海外，因此在进行医学问诊时常常需要口译员的协助。然而，当患者具备一定的英语能力时，医学问诊有时会跨越文化和语言的界限。本文报告了一项教育创新举措，即在非英语背景志愿者的协助下，向临床前医学生传授问诊技巧。临床前学生在16节辅导课中就一般生活史话题对社区志愿者进行问诊。每名学生进行两次问诊。教学方法包括志愿者的反馈、通过播放录像带促进辅导课讨论以及教师进行技巧示范。志愿者和学生的评估表明，他们对教学方法和成果高度满意。学生在与来自不同文化背景的人进行问诊时更有信心。一名独立评估人员对学生的成对录像带进行评估，结果显示可靠性令人满意，学生在询问技巧和表达积极态度方面有显著进步。表达同理心和使用简单语言的技巧没有明显提高。
