Use of virtual patient software to assess student confidence and ability in communication skills and virtual patient impression: A mixed-methods approach
Use of virtual patient software to assess student confidence and ability in communication skills and virtual patient impression: A mixed-methods approach
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DOI：
10.1016/j.cptl.2019.03.009
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发表时间：
2019-07-01
影响因子：
1.2
通讯作者：
George, Christa M.
中科院分区：
文献类型：
--
作者：
Borja-Hart, Nancy L.;Spivey, Christina A.;George, Christa M.
背景和目的：与在药学教育中使用虚拟患者（VP）相关的知识相对于学生对这种学习技术的满意度而言是有限的。该项目旨在评估学生与副总裁沟通技巧的信心和印象，并评估他们使用该技术的技能。教育活动和环境：这项解释性混合方法研究是与一年级药学博士生一起进行的。分析了 14 个涉及学生能力信心和 VP 印象的调查项目。进行曼-惠特尼 U 测试以比较前后分数。审查学生的反思以获得主要主题和关注点。学生成绩采用描述性统计。结果：205 名学生中，203 人完成了预调查，163 人完成了后调查。关于事前置信度的回复表明 10 个调查项目中有 8 个有统计显着性改善 (p < 0.001)，具体如下：了解病史采集、进行有组织的访谈、引出主观信息、提出后续问题、提出与严重性相关的问题、记录主观数据、记录客观数据和组织访谈。关于他们对 VP 的印象，学生对 4 个调查项目中的 1 个的反应有所改善且具有统计显着性 (p < 0.001)（工具易于使用）。 42名学生在自我反思中强调需要提高自己的书面沟通能力。主观数据的平均成绩为 31.48%，客观数据的平均成绩为 93.66%。 摘要：尽管主观数据分数较低，但该 VP 项目提高了学生对口头和书面沟通技巧的信心。
Background and purpose: Knowledge related to the use of virtual patients (VP) in pharmacy education is limited in relation to student satisfaction with this learning technique. This project aimed to assess students' confidence and impressions in using their communication skills with a VP and to evaluate their skills using this technology.Educational activity and setting: This explanatory mixed-methods study was conducted with first-year doctor of pharmacy students. Fourteen survey items that addressed confidence in student abilities and VP impressions were analyzed. Mann-Whitney U tests were conducted to compare pre- and post- scores. Student reflections were reviewed to obtain primary themes and concerns. Descriptive statistics were used for student grades.Findings: Out of 205 students, 203 completed the pre-survey and 163 completed the post-survey. Responses regarding pre-post confidence indicated statistically significant improvement (p < 0.001) for 8 of 10 survey items as follows: understand history taking, conduct an organized interview, elicit subjective information, ask follow-up questions, ask questions related to severity, document subjective data, document objective data, and organize an interview. Regarding their impressions toward VPs, student responses were improved and statistically significant (p < 0.001) for 1 of 4 survey items (tools are easy to use). Forty-two students stressed the need to improve their written communication skills in the self-reflection. The average grade for subjective data was 31.48% and for objective data was 93.66%.Summary: This VP program improved student confidence in their verbal and written communication skills despite low subjective data scores.