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Assessing an Intervention Focused on Enhancing Interpersonal Communication Skills and Humor: A Multi-Method Quasi-Experiential Study Among Medical Students

机译:评估一个专注于加强人际关系沟通技巧和幽默的干预:医学生的多方法准体验研究

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摘要

Teaching and applying interpersonal communication skills (ICS) and humor in medicine is challenging. The present study assessed an innovative course focused on enhancing ICS and humor based on the Four Habits Model and theater concepts. Medical students enrolled in the course (the study group) were assessed pre- and post-intervention, as well as compared with their peers (the control group) using quantitative methods to measure attitudes, self-efficacy, and behaviors. Qualitative methods were used to learn about students' change in perceptions related to ICS and humor following the course, as well as their experiences of developing these skills during the course. Post-intervention study group participants scored significantly higher on all ICS measurements and on humor behavior compared with pre-intervention, and significantly higher on all humor measurements compared with control group participants. Interviews indicated students' increased understanding and difficulties in learning these skills. Analyses showed how framing humor as one possible ICS and focusing on specific parts of the medical encounter can promote patient-centered care.
机译:教学和应用人际沟通技巧(IC)和医学中的幽默是挑战。本研究评估了一个创新的课程,重点是基于四种习惯模型和剧院概念加强ICS和幽默的创新课程。在课程中注册的医学生(研究组)进行评估,以及使用定量方法测量态度,自我效能和行为的对同龄人(对照组)相比。定性方法用于了解学生在课程之后与ICS和幽默相关的感知的变化,以及他们在课程中发展这些技能的经验。与对照组参与者相比,所有ICS测量和幽默测量和幽默行为相比,干预后的研究组参与者在幽默测量和幽默行为上得分显着更高,与对照组参与者相比,所有幽默测量都明显更高。访谈表明学生提高了解这些技能的理解和困难。分析表明,幽默如何成为一种可能的IC,并专注于医疗遭遇的特定部分可以促进患者以患者为中心的护理。

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