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Evaluation of a communication skills seminar for students in a Japanese medical school: a non-randomized controlled study

机译：日本医学院学生交流技能研讨会的评估：非随机对照研究

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Background Little data exist for the effectiveness of communication skills teaching for medical students in non-English speaking countries. We conducted a non-randomized controlled study to examine if a short intensive seminar for Japanese medical students had any impact on communication skills with patients. Methods Throughout the academic year 2001–2002, a total of 105 fifth-year students (18 groups of 5 to 7 students) participated, one group at a time, in a two-day, small group seminar on medical interviewing. Half way through the year, a five-station objective structured clinical examination (OSCE) was conducted for all fifth-year students. We videotaped all the students' interaction with a standardized patient in one OSCE station that was focused on communication skills. Two independent observers rated the videotapes of 50 students who had attended the seminar and 47 who had not. Sixteen core communication skills were measured. Disagreements between raters were resolved by a third observer's rating. Results There was a statistically significant difference in proportions of students who were judged as 'acceptable' in one particular skill related to understanding patient's perspectives: asking how the illness or problems affected the patient's life, (53% in the experimental group and 30% in the control group, p = .02). No differences were observed in the other 15 core communication skills, although there was a trend for improvement in the skill for asking the patient's ideas about the illness or problems (60% vs. 40%, p = .054) and one of the relationship building skills; being attentive and empathic nonverbally (87% vs. 72%, p = .064). Conclusion The results of this study suggest that a short, intensive small group seminar for Japanese medical students may have had a short-term impact on specific communication skills, pertaining to understanding patient's perspectives.
机译：背景技术很少有数据可用于非英语国家的医学生交流技能教学的有效性。我们进行了一项非随机对照研究，以研究针对日本医学生的短期强化研讨班是否会对与患者的沟通技巧产生影响。方法在2001-2002学年期间，总共有105名五年级学生（18组，每班5至7名学生）参加了为期两天的医学访谈小组研讨会，一次一组。半年中，对所有五年级学生进行了五站式客观结构化临床检查（OSCE）。我们在一个专注于沟通技巧的OSCE工作站中，对所有学生与一名标准化患者的互动进行了录像。两名独立观察员对参加此次研讨会的50名学生和没有参加此次研讨会的47名学生进行了录像带评级。测量了十六种核心沟通技巧。评分者之间的分歧由第三位观察者的评分解决。结果在一项与理解患者观点有关的特定技能中被判定为“可接受”的学生比例有统计学意义的显着差异：询问疾病或问题如何影响患者的生活（实验组为53％，对照组为30％）对照组，p = .02）。在其他15种核心沟通技巧上没有观察到差异，尽管询问患者关于疾病或问题的想法的技巧有提高的趋势（60％vs. 40％，p = .054）和一种关系建筑技能;专注和善解人意（87％vs. 72％，p = .064）。结论这项研究的结果表明，针对日本医学生的短期，密集的小组研讨会可能对特定的沟通技巧有短期影响，这与理解患者的观点有关。

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