Background: Educational strategies following interactive methods of teaching enhance communication skill acquisition of medical students. However, which method of interactivity results in the most compelling communication skill improvement is the prime question yet unanswered.
Materials and Methods: In this study, experimental study design was employed among pre-clerkship II medical students of Jimma University, in the 2017/18 academic year. Accordingly, study participants were grouped in to two arms randomly. Arm 1 students were trained using simulated patients in a skill development lab and arm 2 students were trained using case-based role-plays. Both forms of training lasted for 20 hours and focused on 7 important communication skill dimensions key to patient care tasks, as adapted from the Kalamazoo II Report. An objective structured clinical examination (OSCE) form of assessment with a standardized checklist was utilized to investigate communication skill acquisition.
Results: In this study a total of 60 medical students was assessed for communication skills via 12 SP-based OSCE stations. This study discerned that, out of the total students, 21 (35.0%) were found to be poor at listening effectively. Similarly, 19 (31.7%), 18 (30.0%) and 16 (26.7%) were rated as poor at demonstrating caring and respectful behaviors, building and maintaining a therapeutic relationship and making informed judgments based on client data and preferences, respectively. Furthermore, the modalities of communication skill training are associated with key communication skill competencies except for eliciting information with effective questioning skills and counseling and educating patients. Thus, the SP-based training approach was found to be significantly associated with communication skill acquisition as compared to the case-based role-play approach, with AOR 21.696 at a p-value of < 0.001.
Conclusion: In this study, it was concluded that an SP-based communication skill training approach is superior to a case-based role-play approach.



中文翻译：

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埃塞俄比亚一所大学本科医学生的模拟以患者为基础的沟通技巧培训

背景：采用互动式教学方法的教育策略提高了医学生的沟通技巧习得。然而，哪种交互方式能最有效地提高沟通技巧是尚未回答的主要问题。
材料和方法：在这项研究中，实验研究设计在 2017/18 学年的吉马大学预科 II 医学生中进行。因此，研究参与者被随机分为两组。第 1 组学生在技能发展实验室中使用模拟患者进行培训，第 2 组学生使用基于案例的角色扮演进行培训。两种形式的培训都持续了 20 小时，重点关注对患者护理任务至关重要的 7 个重要沟通技巧维度，改编自 Kalamazoo II 报告。使用带有标准化检查表的客观结构化临床检查 (OSCE) 评估形式来调查沟通技巧的获得。
结果：在这项研究中，共有 60 名医学生通过 12 个基于 SP 的 OSCE 站点进行了沟通技巧评估。这项研究发现，在所有学生中，有 21 名（35.0%）的学生在有效聆听方面表现不佳。同样，分别有 19 人（31.7%）、18 人（30.0%）和 16 人（26.7%）在表现出关怀和尊重行为、建立和维持治疗关系以及根据客户数据和偏好做出知情判断方面被评为差。此外，沟通技巧培训的方式与关键的沟通技巧能力相关，除了通过有效的提问技巧获取信息以及咨询和教育患者。因此，
结论：在这项研究中，得出的结论是，基于 SP 的沟通技巧培训方法优于基于案例的角色扮演方法。