医科学生的交流技能:奥格斯堡大学新交流课程评估。

IF 1.5 Q2 EDUCATION, SCIENTIFIC DISCIPLINES GMS Journal for Medical Education Pub Date : 2024-06-17 eCollection Date: 2024-01-01 DOI:10.3205/zma001681
Giulia Zerbini, Philipp Reicherts, Miriam Reicherts, Nina Roob, Pia Schneider, Andrea Dankert, Sophie-Kathrin Greiner, Martina Kadmon, Veronika Lechner, Marco Roos, Mareike Schimmel, Wolfgang Strube, Selin Temizel, Luise Uhrmacher, Miriam Kunz
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引用次数: 0

摘要

目的:传授沟通技巧在医学课程中起着举足轻重的作用。本文旨在描述和评估奥格斯堡大学医学院(KomCuA)开发的新沟通课程,该课程由一个跨学科团队根据推荐的质量标准(即螺旋式、综合式、纵向式)构思而成:共有 150 名就读于第一、第三和≥第五学期的医学生参与了研究。他们完成了一项在线调查(数字评分量表和有效问卷),评估了他们目前的沟通技能、这些技能在整个课程中的质量和自信心发展情况,以及他们认为在模拟病人的小组辅导中练习沟通技能的帮助有多大。此外,还评估了学生在医疗护理中对沟通和移情的态度。采用单因素方差分析(ANOVA)对学生的回答进行了跨学期比较:总体而言,学生们表示参加 KomCuA 后提高了沟通技巧,并进一步认为与模拟病人的练习非常有帮助(效应量大)。与第一学期的学生相比,第三学期和≥5学期的学生表示沟通技巧得到了提高(中至大效应量)。此外,与第一学期和第三学期的学生相比,≥5 学期的学生更认同移情在医疗护理中的相关性(中等效应大小):KomCuA 是一种有效的沟通课程,可帮助医学生发展沟通技能和对移情的积极态度。有必要对学生的沟通技能和移情态度进行更多的纵向评估研究,以确认目前的结果,并进一步了解这些基本技能和态度在不同医学课程中是如何发展的。
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Communication skills of medical students: Evaluation of a new communication curriculum at the University of Augsburg.

Objectives: Teaching communication skills plays a pivotal role in medical curricula. The aim of this article is to describe and evaluate a new communication curriculum developed at the Faculty of Medicine, University of Augsburg (KomCuA), which was conceptualized by an interdisciplinary team based on recommended quality standards (i.e., helical, integrated, longitudinal).

Methods: A total of 150 medical students enrolled in the 1st, 3rd, and ≥5th semester participated in the study. They completed an online survey (numerical rating scales and validated questionnaires) evaluating their current communication skills, how these developed across the curriculum in terms of quality and self-confidence, and how helpful they considered practicing in small group tutorials with simulated patients. The students' attitudes towards communication and empathy in the context of medical care were additionally assessed. The students' responses were compared across semesters using one-way univariate analysis of variance (ANOVA).

Results: Overall, students reported improved communications skills due to attending the KomCuA and further considered practicing with simulated patients as being very helpful (large effect sizes). Compared to 1st semester students, 3rd and ≥5th semester students reported better communication skills (medium to large effect sizes). Additionally, ≥5th semester students showed stronger agreement towards the relevance of empathy in the context of medical care (medium effect size) compared to both 1st and 3rd semester students.

Conclusion: The KomCuA has shown to be an effective communication curriculum to support medical students in the development of their communication skills and positive attitudes towards empathy. Additional studies assessing students' communication skills and empathic attitudes longitudinally are warranted to confirm the present results and to gain further knowledge on how these essential skills and attitudes develop across medical curricula.

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来源期刊
GMS Journal for Medical Education
GMS Journal for Medical Education EDUCATION, SCIENTIFIC DISCIPLINES-
CiteScore
3.40
自引率
12.50%
发文量
30
审稿时长
25 weeks
期刊介绍: GMS Journal for Medical Education (GMS J Med Educ) – formerly GMS Zeitschrift für Medizinische Ausbildung – publishes scientific articles on all aspects of undergraduate and graduate education in medicine, dentistry, veterinary medicine, pharmacy and other health professions. Research and review articles, project reports, short communications as well as discussion papers and comments may be submitted. There is a special focus on empirical studies which are methodologically sound and lead to results that are relevant beyond the respective institution, profession or country. Please feel free to submit qualitative as well as quantitative studies. We especially welcome submissions by students. It is the mission of GMS Journal for Medical Education to contribute to furthering scientific knowledge in the German-speaking countries as well as internationally and thus to foster the improvement of teaching and learning and to build an evidence base for undergraduate and graduate education. To this end, the journal has set up an editorial board with international experts. All manuscripts submitted are subjected to a clearly structured peer review process. All articles are published bilingually in English and German and are available with unrestricted open access. Thus, GMS Journal for Medical Education is available to a broad international readership. GMS Journal for Medical Education is published as an unrestricted open access journal with at least four issues per year. In addition, special issues on current topics in medical education research are also published. Until 2015 the journal was published under its German name GMS Zeitschrift für Medizinische Ausbildung. By changing its name to GMS Journal for Medical Education, we wish to underline our international mission.
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