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A proposal for overcoming problems in teaching interviewing skills to medical students

机译：解决医学生面试技巧教学难题的建议

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摘要

The objective of this paper is to draw attention to four features that distinguish the pedagogy of patient interviewing from the teaching of other clinical skills: (a) students are not naive to the skill to be learned, (b) they encounter role models with a wide variability in interviewing styles, (c) clinical teachers are not usually specialists in the behavioral sciences, including patient interviewing, and (d) the validity of the methods used for assessment of interviewing skills is uncertain. We propose to adjust the teaching of patient interviewing to these features by (a) gaining an insight into the students' views and using these views as a point of departure for discussions of patient interviewing; (b) helping students to understand why different clinicians use different communication styles; (c) providing the clinical tutors with additional training that will help them function as both specialists who share their expertise with the students and facilitators of small-group learning; and (d) using assessment methods that encourage joint deliberation by the learner and the examiner, rather than a judgmental right-wrong dualism by the examiner alone. The teaching approach that we suggest is consistent with current theories of adult learning, and it occurs in an egalitarian rather than a hierarchical environment. Hopefully, students will also adopt such egalitarian attitudes toward patients, thereby reducing the tendency to a paternalistic communication style.
机译：本文的目的是提请注意将患者采访的教学方法与其他临床技能的教学区别开来的四个特征：（a）学生并不天真，不懂得要学习的技能，（b）他们遇到的榜样具有面试方式的差异很大，（c）临床教师通常不是行为科学方面的专家，包括患者面试;（d）评估面试技巧的方法的有效性尚不确定。我们建议通过以下方式调整患者访谈的教学：（a）深入了解学生的观点，并将这些观点作为讨论患者访谈的出发点; （b）帮助学生了解为什么不同的临床医生会使用不同的沟通方式; （c）为临床导师提供额外的培训，以帮助他们既充当专家，又与学生和小组学习的促进者共享专业知识; （d）使用鼓励学习者和考官共同思考的评估方法，而不是仅由考官判断对错的二元论。我们建议的教学方法与当前的成人学习理论是一致的，它发生在平等的环境而不是等级制的环境中。希望学生们也能对病人采取这种平等主义的态度，从而减少家长式沟通方式的倾向。

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