진료실습전 훈련 방법과 기간에 따른 의학과 학생의 의사소통능력의 향상 (Communication Skills Improvement of Medial Students According to Length and Methods of Preclinical Training)

서지정보

· 발행기관 : 한국의학교육학회
· 수록지 정보 : Korean Journal of Medical Education / 21권 / 1호 / 3 ~ 16페이지
· 저자명 : 김양희, 양정희, 안성연, 송서영, 노혜린

초록

Purpose: The purpose of this study is to evaluate the changing pattern of communication skills of medical students according
to length and methods of training.
Methods: We evaluated a 1-week communications training course in 2003, a 1-year course in 2004, and a 1-semester course
in 2005 during development of our curriculum. We have conducted the 10-minute CPX on abdominal pain annually since 2002
to assess the clinical performance of medical students who have completed the 3rd year clerkship. We selected CPX videos
that were appropriate for assessment. One hundred sixty-four videos were available (1-week didactics: 42 cases, 1-week training:
28 cases, 1-semester training: 50 cases, 1-year training: 44 cases). We developed a 10-item global rating checklist to assess
communication skills. A 5-point Likert scale was used to evaluate each item (4-very likely, 0-least likely). Two expert standardized
patient (SP) raters evaluated the communication skills of students independently. We analyzed the outcomes based on the
training length and methods. The reliability (G coefficient) was 0.825 with 2 SPs and 1 station.
Results: The communication skills of students improved with practice and longer training, especially with regard to opening
the interview, expressing empathy, understanding the patient's perspective, and preparing for the physical examination.
Rapport-building, organization of the interview, understandable explanation, nonverbal communication, active listening and
consideration during the physical examination was unchanged between durations of training. The scores for empathetic
expression, active listening and understanding the patient’s perspective were low across all groups.
Conclusion: We should concentrate our

영어초록

Purpose: The purpose of this study is to evaluate the changing pattern of communication skills of medical students according
to length and methods of training.
Methods: We evaluated a 1-week communications training course in 2003, a 1-year course in 2004, and a 1-semester course
in 2005 during development of our curriculum. We have conducted the 10-minute CPX on abdominal pain annually since 2002
to assess the clinical performance of medical students who have completed the 3rd year clerkship. We selected CPX videos
that were appropriate for assessment. One hundred sixty-four videos were available (1-week didactics: 42 cases, 1-week training:
28 cases, 1-semester training: 50 cases, 1-year training: 44 cases). We developed a 10-item global rating checklist to assess
communication skills. A 5-point Likert scale was used to evaluate each item (4-very likely, 0-least likely). Two expert standardized
patient (SP) raters evaluated the communication skills of students independently. We analyzed the outcomes based on the
training length and methods. The reliability (G coefficient) was 0.825 with 2 SPs and 1 station.
Results: The communication skills of students improved with practice and longer training, especially with regard to opening
the interview, expressing empathy, understanding the patient's perspective, and preparing for the physical examination.
Rapport-building, organization of the interview, understandable explanation, nonverbal communication, active listening and
consideration during the physical examination was unchanged between durations of training. The scores for empathetic
expression, active listening and understanding the patient’s perspective were low across all groups.
Conclusion: We should concentrate our

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