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首页> 外文期刊>Medical teacher >Talking with patients and peers: medical students' difficulties with learning communication skills.
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Talking with patients and peers: medical students' difficulties with learning communication skills.

机译：与患者和同龄人交谈：医科学生学习沟通技巧的困难。

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摘要

BACKGROUND: Patient-centered communication skills, such as an empathic attitude towards patients and a holistic perspective on health, are difficult to acquire. Designing effective courses requires better understanding of the difficulties that students perceive with learning to talk with patients AIMS: The study aimed at exploring students' common difficulties with learning patient-centered communication skills. METHODS: Group discussions about student-patient interviews were videotaped and analyzed with regard to issues that students perceived as difficult and to their reflections about these difficulties. RESULTS: The students reported feeling intrusive as they explored the patient's psychosocial situation. They avoided being empathic and felt insecure about coping adequately with emotionally loaded topics. Their difficulties were mainly due to insufficient understanding of the functional relations between psychosocial issues and health conditions. Moreover, students were insecure concerning the function of affective feedback in the diagnostic process. However, the group discussions generated a language for analyzing and structuring interviews that helped develop the students' professional identities. CONCLUSIONS: Students experienced moral qualms about applying major aspects of patient-centered interviewing. Instruction in communication skills should aim at filling the students' knowledge gaps and fostering their awareness and expression of emotional perceptions. Long-term relationships with patients could help develop patient-centered communication.
机译：背景：以患者为中心的沟通技巧，例如对患者的同情态度和对健康的整体看法，很难获得。设计有效的课程需要更好地了解学生在学习与患者交谈时所遇到的困难。AIMS：该研究旨在通过学习以患者为中心的沟通技巧来探索学生的常见困难。方法：对学生与病人的访谈进行了小组讨论，并就学生认为困难的问题以及对这些困难的反映进行了分析。结果：学生们在探索患者的心理状况时报告感到被打扰。他们避免了同理心，对充分应对情绪高涨的话题感到不安全。他们的困难主要是由于对社会心理问题和健康状况之间的功能关系了解不足。此外，学生对情感反馈在诊断过程中的功能没有把握。但是，小组讨论产生了一种用于分析和组织访谈的语言，有助于发展学生的专业身份。结论：学生在应用以病人为中心的面试的主要方面时经历了道德上的不适。交流技能的教学应旨在填补学生的知识空白，并培养他们的意识和表达情感观念。与患者的长期关系可能有助于发展以患者为中心的交流。

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