"你吸烟吗?- 在模拟病人访谈中对学生的药物史进行内容和语言分析。

IF 1.5 Q2 EDUCATION, SCIENTIFIC DISCIPLINES GMS Journal for Medical Education Pub Date : 2024-09-16 eCollection Date: 2024-01-01 DOI:10.3205/zma001698
Hilko Wittmann, Sarah Prediger, Sigrid Harendza
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引用次数: 0

摘要

背景:使用烟草、酒精和其他药物会对健康造成严重影响。在日常的临床实践中,往往只是不完整地采集物质史。在医学院校学习病史采集时,学习目标之一就是询问消费行为。因此,这项探索性研究的目的是检查医学生采集的药物史的内容和语言:方法:从医院第一个工作日的模拟训练中,获得了 91 个病史录像片段,这些录像片段是高年级医学生与六名具有不同消费行为的病人进行的谈话。根据库卡茨(Kuckartz)的方法,采用内容结构定性内容分析法对这些访谈进行逐字记录和分析。对于所有物质,对提问的原因和各自使用物质的深度进行了分类,并检查了问题中的错误。此外,还对询问物质的口头方式进行了语言分析:结果:学生们最常问及的是吸烟问题(73.3%)。只有 15.4%的访谈询问了所有物质,没有一个访谈完全询问了所有物质。共发现 112 个协议问题和 21 个与场合相关的问题。发现了逻辑错误和重复提问。大多数问题都是实事求是地提出的。但也发现了 "回避 "和 "污名化 "问题:结论:本研究发现医学生在收集病史时存在内容相关和语言方面的缺陷,应在医学本科学习的早期阶段在沟通课程中加以解决。
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"Do you smoke?" - content and linguistic analysis of students' substance histories in simulated patient interviews.

Background: The use of tobacco, alcohol and other drugs has considerable health consequences. Substance histories are often only incompletely taken in everyday clinical practice. When learning to take a medical history in medical school, one of the learning objectives is to inquire about consumption behavior. The aim of this exploratory study was therefore to examine the content and language of substance histories taken by medical students.

Methods: From a simulation training of a first working day in hospital, 91 video films of medical histories were available, which advanced medical students had conducted with six patients with different consumer behavior. These interviews were verbatim transcribed and analyzed using content-structuring qualitative content analysis according to Kuckartz. For all substances, the reasons for the questions and the depth of the respective substance use were categorized and errors in the questions were examined. In addition, a linguistic analysis of the verbal ways in which the substances were inquired about was carried out.

Results: The students most frequently asked about smoking (73.3%). In only 15.4% of the interviews were all substances asked about, in none were all substances asked about completely. A total of 112 protocol questions and 21 occasion-related questions were identified. Logical errors and double questions were found. Most of the questions were asked in a factual manner. However, questions in the categories "evasive" and "stigmatizing" were also found.

Conclusion: The content-related and linguistic deficits of medical students in the collection of substance histories identified in this study should be addressed in communication courses at an early stage of undergraduate medical studies.

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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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