BACKGROUND Attitudes towards learning clinical communication skills at the end of medical school are likely to reflect the students' training and motivation for the continued development of their skills as doctors. Students from two Norwegian medical schools, one with a traditional, and the other with an integrated curriculum, were approached in 2003 and 2015; with regard to changes in students' attitudes towards acquiring communication skills in two diverse learning environments. This comparison might reveal the effects of the training programs from a long-term perspective, as neither of the medical schools made any major curriculum changes within the study period. METHODS The samples comprised final-year medical students. Two separate cross-sectional surveys performed 12 years apart (2003 and 2015) used items from the Communication Skills Attitude Scale in addition to age and gender. The traditional curriculum included only theoretical teaching and no contact with patients was made during the first 2 to 2.5 years of medical school. However, the integrated curriculum combined training in theoretical and clinical communication skills with early patient contact from the beginning. RESULTS Attitudes improved from the first to the second survey at both schools, however, students from the integrated school reported more positive attitudes than those from the traditional school. Female students from the integrated school contributed the most to the difference in attitudes in both surveys. CONCLUSIONS Students in both traditional and integrated curricula improved their attitudes from the first to the second assessment. However, compared with the traditional curriculum, the integrated one fostered even higher levels of positive attitudes towards acquiring communication skills, and a pronounced influence was observed on female students. These findings suggest that an educational program with greater emphasis on improving attitudes among male students may be required.

中文翻译：

---

在过去的12年中，医学生对临床交流技能的态度是否发生了变化？一项长期的比较研究。

背景技术在医学院校结束时对学习临床交流技能的态度很可能反映出学生的训练以及他们继续发展其作为医生的技能的动力。分别于2003年和2015年接触了来自挪威两所医学院的学生，一所拥有传统医学课程，另一所具有综合课程。在两种不同的学习环境中，学生对获取交流技能的态度发生了变化。这种比较可能会从长期的角度揭示培训计划的效果，因为在研究期间，两家医学院都没有对课程进行任何重大更改。方法样本包括最后一年的医学生。相隔12年（2003年和2015年）进行的两次单独的横断面调查使用年龄和性别之外的沟通技能态度量表中的项目。传统的课程只包括理论教学，在医学院的最初2至2.5年间没有与患者接触。但是，综合课程从一开始就将理论和临床沟通技能培训与早期患者接触结合在一起。结果两家学校的态度从第一次调查到第二次调查都得到了改善，但是，综合学校的学生比传统学校的学生态度更为积极。在这两项调查中，综合学校的女学生对态度差异的贡献最大。结论在传统课程和综合课程中，学生从第一次评估到第二次评估都改善了他们的态度。但是，与传统课程相比，综合课程在培养交流技能方面培养了更高水平的积极态度，并且对女学生产生了显着影响。这些发现表明，可能需要更加重视改善男学生态度的教育计划。