Teaching communication skills in clinical settings: comparing two applications of a comprehensive program with standardized and real patients.
Teaching communication skills in clinical settings: comparing two applications of a comprehensive program with standardized and real patients.
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在临床环境中教授沟通技巧：将综合程序的两种应用与标准化和真实患者进行比较。
DOI：
10.1186/1472-6920-14-92
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发表时间：
2014-05-09
影响因子：
3.6
通讯作者：
Mota-Cardoso R
中科院分区：
文献类型：
--
作者：
Carvalho IP;Pais VG;Silva FR;Martins R;Figueiredo-Braga M;Pedrosa R;Almeida SS;Correia L;Ribeiro-Silva R;Castro-Vale I;Teles A;Mota-Cardoso R
沟通对于临床实践的质量很重要，已经实施了一些计划来提高医疗保健提供者的沟通技能。然而，传授沟通技能的课程的一致性几乎没有受到关注，而且关于将获得的技能应用于真实患者存在争议。这项研究检查了(1)交流项目的结果是否与不同的样本重复，以及(2)标准化患者的结果是否适用于对真实患者的访谈。连续两年对两个不同的医疗保健专业人员样本(第一年25人，第二年20人)实施了为期9个月的结构化沟通计划。每年在四个不同的时间点对结果进行评估，包括参与者的信心水平(自评)、与标准化患者面谈时的基本沟通技能以及与真实患者面谈的基本沟通技能。数据采用GLM重复测量程序进行分析。除了2008年组的模拟患者评估外，两年的所有指标都有显著的改善。两个样本之间的差异不显著。与标准化患者和真实患者的访谈之间的差异也不显著。该项目的积极结果在不同的样本中重复，并成功地将获得的技能应用于真实患者的访谈。这加强了这种方案结构作为一种有价值的培训工具的作用，并将结果转化为实际情况。它还增加了所使用的评估工具的可靠性，尽管这些工具可能需要在真实患者的情况下进行调整。
Communication is important for the quality of clinical practice, and programs have been implemented to improve healthcare providers’ communication skills. However, the consistency of programs teaching communication skills has received little attention, and debate exists about the application of acquired skills to real patients. This study inspects whether (1) results from a communication program are replicated with different samples, and (2) results with standardized patients apply to interviews with real patients. A structured, nine-month communication program was applied in two consecutive years to two different samples of healthcare professionals (25 in the first year, 20 in the second year). Results were assessed at four different points in time, each year, regarding participants’ confidence levels (self-rated), basic communication skills in interviews with standardized patients, and basic communication skills in interviews with real patients. Data were analyzed using GLM Repeated-Measures procedures. Improvements were statistically significant in both years in all measures except in simulated patients’ assessment of the 2008 group. Differences between the two samples were non-significant. Differences between interviews with standardized and with real patients were also non-significant. The program’s positive outcomes were replicated in different samples, and acquired skills were successfully applied to real-patient interviews. This reinforces this type of program structure as a valuable training tool, with results translating into real situations. It also adds to the reliability of the assessment instruments employed, though these may need adaptation in the case of real patients.
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影响因子：
3.5
作者：
Doyle, Daniel;Copeland, H. Liesel;Thompson, Scott
通讯作者：
Thompson, Scott
影响因子：
168.9
作者：
Fallowfield, L;Jenkins, V;Eves, R
通讯作者：
Eves, R
影响因子：
39.2
作者：
Holmboe, ES;Hawkins, RE;Huot, SJ
通讯作者：
Huot, SJ
影响因子：
5.4
作者：
Franks, P;Jerant, AF;Epstein, RM
通讯作者：
Epstein, RM
影响因子：
105.7
作者：
Jenkins, V;Fallowfield, L;Farewell, V
通讯作者：
Farewell, V