Objective To explore the application of various teaching methods in improving the doctor-patient communication skills of medical students. Methods It was a prospective self-control study. From January 2017 to December 2017, Before entered into psychiatry department of the Third Affiliated Hospital of Sun Yat-sen University, medical students were evaluated for “the Communication Skills Attitude Scale”and “the Medical Students' Doctor-Patient Communication Behavior Scale”, within the following six months a variety of ways of communication skills training,including internship lectures, interactive teaching and new media teaching,scale assessment again after 6 months. The most effective teaching methods were chosen by students. Results After training, the communication skill of medical students in all aspects was improved, the negative attitude was reduced (35.22±4.35 vs 28.40±3.54), the positive attitude was increased (53.20±5.35 vs 60.84±2.72), the difference was statistically significant (P<0.05); the medical students' communication behavior scale before and after training (151.78±5.33 vs 166.27±4.36), the difference was statistically significant (P<0.05).Before training, male students' positive attitude score towards doctor-patient communication were worse than female students (51.41±4.88 vs 54.91±5.33), while malestudents' negative attitude score was higher than female students(36.68±4.80 vs 33.83±3.42).After training, the support score of male students were worse than female students(16.86±1.52 vs 17.83±1.27), and the differences were statistically significant (P<0.05). The most effective training method favored student was simulation teaching 46.7% (63/135), followed by WeChat 28.9% (39/135). Conclusions Various teaching methods can improve doctor-patient relationship, students of different genders have different communication abilities and preferences for teaching methods. Among them, simulation teaching in interactive teaching and WeChat platform as the new media teaching facilites are relatively effective, which are worthy of further improvement.
Zhang Ming
,
Chen Minhua
,
Zheng Liarong
,
Guan Nianhong
,
Gan Zhaoyu
. Exploration of various teaching methods in the cultivation of doctor-patient communication ability of medical students[J]. Chinese Journal of Medical Education, 2020
, 40(3)
: 170
-174
.
DOI: 10.3760/cma.j.issn.1673-677X.2020.03.003
[1]Deng G, Qian J, Zhang X,et al. The neglect in the diagnostic process of Chinese doctors-communication and interpersonal skills[J]. Med Teach,2014,36(12):1089. DOI: 10.3109/0142159X.2014.917163.
[2]甘照宇,张明,程敏锋,等.医学生对精神病学教学现状看法的初步调查[J].中国高等医学教育,2010 (11):55-56.DOI:10.3969/j.issn.1002-1701.2010.11.028.
[3]张明,郑俩荣,朱彩红,等.精神病学实习课堂教学质量评价调查问卷的初步构建[J].中国高等医学教育,2016 (12): 72-73.DOI: 10. 3969 /j. issn.1002-1701.2016.12.036.
[4]Ridley RT.Interactive teaching: a concept analysis[J]. J Nurs Educ,2007,46(5):203-209.DOI: 10.3928/01484834-20070501-03.
[5]甘照宇,王继辉,钟智勇,等.改良式抛锚式教学在精神病护理学见习中的实践[J].中华医学教育杂志,2013,33(2):250-252. DOI:10.3760/cma.j. issn.1673-677X.2013.02.031.
[6]张明,陈敏华,郑俩荣,等.教师模拟标准化病人在精神病学抛锚式教学中的应用[J].中华医学教育杂志,2019,39(7):507-512. DOI:10.3760/cma.j.issn.1673-677X.2019.07.007.
[7]Rees C, Sheard C, Davies S. The development of a scale to measure medical students' attitudes towards communication skills learning: the communication skills attitude scale (CSAS)[J]. Med Educ,2002,36(2):141-147. DOI: 10.1046/j.1365-2923.2002.01072.x.
[8]程全,邓云龙,李皇保,等. 医学生医患沟通行为量表的编制[J].中国高等医学教育,2009(10):8-9. DOI: 10.3969/j.issn.1002-1701.2009.10.004.
[9]Salem J, Borgmann H, MacNeily A,et al.New media for educating urology residents: an interview study in Canada and Germany[J]. J Surg Educ,2017,74(3):495-502. DOI: 10.1016/j.jsurg. 2016.11.009.
[10]刘丽萍.医学实习生临床沟通能力调查及影响因素分析[D].重庆:重庆医科大学,2016.
[11]吴晓燕,张超,熊世熙.互动式教学模式在医患沟通技能培养中的应用体会[J].中国高等医学教育,2018(12):79-80. DOI:10.3969/j.issn.1002-1701. 2018.12.039.
[12]邱俊,齐硕,李小艳,等.“互联网+”背景下医学生医患沟通教学模式改革的价值探讨[J].中国继续医学教育,2018,10(30):11-13. DOI:10.3969/j.issn.1674-9308.2018.30.005.
