Gündel H, Wefelmaier T
Poliklinik für Psychosomatische Medizin, Psychotherapie und Medizinische Psychologie, Klinikum rechts, Isar, TU München.
Nervenarzt. 1998 Sep;69(9):806-10. doi: 10.1007/s001150050346.
After the exploration of the psychiatric patient by a medical student in the context of a small psychiatric teaching-group (Psychiatric Clinic, University of Münster) was finished, both medical students and patients (n = 94 each) were asked about their experiences during that interview by means of a special questionnaire: Most patients reported about positive effects of the educational interview. 60% of the patients spoke about a positive prove of regained strength, 35% gained new or deeper insights. On the other hand 10% of the patients made worrying and unpleasant experiences. Students diminished their anxiety to hurt patients by asking too intimate questions. 30 to 40% of the students reported about difficulties in structuring a clinical interview, especially with patients who refused to talk or didn't answer the students' questions correctly. 60% of the students made also emotional learning experiences.
在一名医学生于明斯特大学精神病诊所的小型精神病学教学小组环境中对精神病患者进行问诊之后，医学生和患者（各94名）都通过一份特殊问卷被问及他们在那次问诊中的经历：大多数患者报告了教育性问诊的积极影响。60%的患者谈到重新获得力量的积极证明，35%获得了新的或更深刻的见解。另一方面，10%的患者有令人担忧和不愉快的经历。学生们减少了因问过于私密问题而伤害患者的焦虑。30%至40%的学生报告在组织临床问诊时有困难，尤其是对那些拒绝交谈或不能正确回答学生问题的患者。60%的学生也有情感学习经历。
