• 主题
高级搜索  >
历史搜索 清空历史
首页> 外文期刊>BMC Medical Education >Peer role-play and standardised patients in communication training: a comparative study on the student perspective on acceptability, realism, and perceived effect
【24h】

Peer role-play and standardised patients in communication training: a comparative study on the student perspective on acceptability, realism, and perceived effect

机译：在交流培训中的同伴角色扮演和标准化患者：学生对可接受性，现实性和感知效果的看法的比较研究

获取原文
           
页面导航
  • 摘要
  • 著录项
  • 相似文献
  • 相关主题

摘要

Background To assess the student perspective on acceptability, realism, and perceived effect of communication training with peer role play (RP) and standardised patients (SP). Methods 69 prefinal year students from a large German medical faculty were randomly assigned to one of two groups receiving communication training with RP (N = 34) or SP (N = 35) in the course of their paediatric rotation. In both groups, training addressed major medical and communication problems encountered in the exploration and counselling of parents of sick children. Acceptability and realism of the training as well as perceived effects and applicability for future parent-physician encounters were assessed using six-point Likert scales. Results Both forms of training were highly accepted (RP 5.32 ± .41, SP 5.51 ± .44, n.s.; 6 = very good, 1 = very poor) and perceived to be highly realistic (RP 5.60 ± .38, SP 5.53 ± .36, n.s.; 6 = highly realistic, 1 = unrealistic). Regarding perceived effects, participation was seen to be significantly more worthwhile in the SP group (RP 5.17 ± .37, SP 5.50 ± .43; p Conclusions RP and SP represent comparably valuable tools for the training of specific communication skills from the student perspective. Both provide highly realistic training scenarios and warrant inclusion in medical curricula. Given the expense of SP, deciding which method to employ should be carefully weighed up. From the perspective of the students in our study, SP were seen as a more useful and more applicable tool than RP. We discuss the potential of RP to foster a greater empathic appreciation of the patient perspective.
机译：背景评估学生对与同伴角色扮演（RP）和标准化患者（SP）进行的交流培训的可接受性，现实性和感知效果的观点。方法将来自德国一家大型医学院的69名预科生随机分为两组，分别在小儿旋转过程中接受RP（N = 34）或SP（N = 35）的交流训练。在这两组中，培训都针对在探究和咨询患病儿童的父母时遇到的主要医学和沟通问题。使用六点李克特量表评估了培训的可接受性和真实性，以及预期的效果和将来与父医生的对接。结果两种形式的训练都被高度接受（RP 5.32±.41，SP 5.51±.44，ns; 6 =非常好，1 =非常差），并且被认为是高度现实的（RP 5.60±.38，SP 5.53±）。 36，ns; 6 =高度逼真，1 =不现实）。关于感知效果，在SP组中被认为是值得的（RP 5.17±.37，SP 5.50±.43; p结论）从学生的角度来看，RP和SP是培训特定沟通技能的相对有价值的工具。两者都提供了高度现实的培训方案，并保证将其纳入医学课程;考虑到SP的费用，决定权衡使用哪种方法应予考虑;从我们研究的学生的角度来看，SP被认为是更有用和更适用的RP以外的工具，我们将讨论RP在促进对患者观点的同理心理解方面的潜力。

著录项

相似文献

  • 外文文献
  • 中文文献
  • 专利
获取原文

客服邮箱：kefu@zhangqiaokeyan.com

京公网安备：11010802029741号 ICP备案号：京ICP备15016152号-6 六维联合信息科技 (北京) 有限公司©版权所有

  • 客服微信

  • 服务号