• 主题
高级搜索  >
历史搜索 清空历史
首页> 外文期刊>BMC Medical Education >Comparison of self and simulated patient assessments of first-year medical students’ Interpersonal and Communication Skills (ICS) during Objective Structured Clinical Examinations (OSCE)
【24h】

Comparison of self and simulated patient assessments of first-year medical students’ Interpersonal and Communication Skills (ICS) during Objective Structured Clinical Examinations (OSCE)

机译：一年医学院人际关系和沟通技巧（ICS）在客观结构化临床考试中的自我和模拟患者评估比较（欧安组织）

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

摘要

Interpersonal and communication skills (ICS) are important core competencies in medical education and certification. In this study, we identified self- and simulated patient (SP)-reported ratings of US first-year medical students’ ICS and the influence of age and gender on performance appraisal during the Objective-Structured Clinical Examination (OSCE). OSCE participants, including 172 first-year medical students and 15 SPs were asked to evaluate the students’ ICS using the American Board of Internal Medicine–Patient-Satisfaction Questionnaire (ABIM–PSQ), electronically and via paper, respectively. Self- and SP-reported ratings of students’ ICS were presented as the median on a 5-point Likert-scale and as three categories defined as “good,” “very good,” and “inadequate.” SPs assessed all 172 students in the OSCE, while 43.6% of students assessed their own performance. The majority of students and SPs evaluated the students’ ICS as very good. 23.3% of SPs and 5.3% of students rated the medical students’ ability to encourage patient question-asking and answer questions as inadequate (P? 0.002). Neither age nor gender influenced the medical students’ self-assessment of ICS. Female SPs assigned lower scores to students in regard to respecting patients and encouraging patient question-asking and answering. Older SPs was more likely to assign lower scores on all survey questions. In the present study, self- and SP-reported ratings of first-year medical students’ ICS were mainly “very good” with no influence of students’ age or gender. Older age and female gender among the SPs were associated with a reduction in SP-reported ratings of students’ ICS.
机译：人际关系和沟通技巧（IC）是医学教育和认证的重要核心竞争力。在这项研究中，我们确定了自我和模拟的患者（SP） - 在客观结构化临床检查期间（欧安组织）期间，我们第一年医学院医学生IC的自我和模拟评级和年龄和性别对绩效评估的影响。欧安组织参与者，包括172名第一年的医学生和15个SPS，分别使用美国内部医学患者 - 患者满意问卷（Abim-PSQ），电子和通过纸张来评估学生的IC。作为5分Likert-scale的中位数，作为“良好”的三类“很好”，“非常好”和“不充分”，向学生IC的自我和SP报告的评级被呈现为中位数。 SPS在欧安组织中评估了所有172名学生，而43.6％的学生评估了自己的表现。大多数学生和SPS评估了学生的IC，非常好。 23.3％的SPS和5.3％的学生评估了医学生鼓励患者质疑和回答问题的能力（p？<0.002）。两年龄也不是性别影响医学生对IC的自我评估。女性SPS为学生指定了较低的成绩，尊重患者，并鼓励患者问答和回答。较旧的SPS更有可能在所有调查问题上分配更低的分数。在本研究中，自我和SP报告的第一年医学学生IC的评级主要​​是“非常好”，没有学生的年龄或性别的影响。 SPS中的年龄和女性性别与SP报告的学生IC评级的减少有关。

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