Cowan D H, Laidlaw J C, Russell M L
Department of Medicine, University of Toronto, Ontario, Canada.
J Cancer Educ. 1997 Fall;12(3):161-5. doi: 10.1080/08858199709528480.
Follow-up questionnaires were sent to all Canadian medical schools in 1994 and 1996 in order to evaluate changes that had taken place in the teaching of physician-patient communication skills since recommendations were made by a national "Workshop on the Teaching and Assessment of Communication Skills in Canadian Medical Schools" in 1992.
Fifteen of 16 schools responded. All 15 reported major changes in the teaching of physician-patient communication over the preceding four years or planned changes in the very near future. However, barriers to improving the communications curriculum still existed. The most frequently cited barrier was the lack of trained faculty to teach communication skills; this was followed in frequency by poor coordination over the four years of medical school with lack of scheduled time in the clerkship years. There were identified needs to train faculty to teach communication skills and to extend formal teaching of the subject into the clerkship. Concurrent with these changes, the accreditation process for Canadian medical schools now requires the teaching and evaluation of communication skills.
1994年和1996年向加拿大所有医学院校发送了随访调查问卷，以评估自1992年全国“加拿大医学院校沟通技能教学与评估研讨会”提出建议以来，医患沟通技能教学所发生的变化。
16所学校中有15所做出了回应。所有15所学校均报告称，在过去四年中医患沟通教学发生了重大变化，或者在不久的将来计划进行变革。然而，改善沟通课程仍存在障碍。最常被提及的障碍是缺乏训练有素的教员来教授沟通技能；其次是医学院四年间协调不佳，临床实习年缺乏规定时间。已确定需要培训教员来教授沟通技能，并将该学科的正式教学扩展到临床实习中。与此同时，加拿大医学院校的认证过程现在要求对沟通技能进行教学和评估。
