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首页> 外文期刊>Academic psychiatry: the journal of the American Association of Directors of Psychiatric Residency Training and the Association for Academic Psychiatry >Effect of In-Class vs Online Education on Sexual Health Communication Skills in First-Year Medical Students: a Pilot Study
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Effect of In-Class vs Online Education on Sexual Health Communication Skills in First-Year Medical Students: a Pilot Study

机译：VS在线教育对一年医学院的性健康沟通技巧的影响：试点研究

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ObjectiveOnline education is effective for knowledge acquisition, but its effect on clinical skill development is not well characterized. We aimed to compare communication skills of 50 first-year medical students who learned to assess and treat patients through an online learning module vs an in-class lecture.MethodsTwenty-six students were randomized to learn about antidepressant-induced sexual dysfunction in class and 24 learned the same content through an online module. Students were individually observed conducting an interview with a standardized patient with antidepressant-induced sexual dysfunction. Students were assessed by faculty raters blinded to the student's learning mode. Standardized patients were asked about their willingness to have the student as their physician.ResultsMore students who learned in class vs online demonstrated appropriate verbal empathy (18 [69%] vs 8 [33%]; P=0.01), defined as completing each task in the verbal empathy assessment domain, as measured by a faculty rater. Other assessed variables were not significantly different. Standardized patients' willingness (vs unwillingness; P=0.01) to have the student as their physician was associated with the demonstration (by faculty appraisal) of a number of basic skills: using open-ended questions, asking one question at a time, using gender-neutral terminology when asking about the patient's relationship, and using appropriate sexual-health terminology.ConclusionsThis study, although limited by a single-site design and the small number of participants, offers preliminary evidence that, if confirmed, may suggest that in-class learning from a psychiatrist (vs from an online module) is associated with greater verbal empathy in the assessment of SSRI-related sexual dysfunction.
机译：目的地线教育对于知识获取有效，但其对临床技能的影响并不具备很好的特征。我们的目标是通过在线学习模块与课堂讲座进行评估和治疗患者的50名医学生的沟通技巧..在课堂上的讲座.Thiodstwystic-Six的学生随机地学习抗抑郁药诱导的阶级和24学生的性功能障碍通过在线模块学习相同的内容。学生被单独观察到使用具有抗抑郁症诱导的性功能障碍的标准化患者进行面试。学生被学员对学生的学习模式蒙蔽的教师评估。标准化的患者被问及他们愿意让学生作为他们的医生。在网上学到的学生的学生展示了适当的口头移情（18 [69％] Vs 8 [33％]; p = 0.01），定义为完成每个任务在口头移情评估域中，由教师估计。其他评估的变量没有显着差异。标准化的患者意愿（VS不愿意; P = 0.01）让学生随着他们的医生与许多基本技能的示范（由教师鉴定）有关：使用开放式问题，一次询问一个问题在询问患者关系时的性别中立术语，并使用适当的性健康术语。结论，虽然由单站设计和少数参与者有限，但提供初步证据，如果确认，可能表明在 - 从精神科医生（来自在线模块的VS）学习的课程与评估SSRI相关的性功能障碍时更大的口头同情。

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