临床实习医师医患沟通技能培养

在临床实习阶段加强实习生沟通技能的培养,对营造和谐的医患关系至关重要。但我国医学生医患沟通技能培养并未受到全面重视。本文从分析医患沟通技能教育现状人手,结合教学中总结的经验进行分析和探讨,提出加强临床实习医师医患沟通技能培养的对策和建议。     

医学生医患沟通能力培养研究

【摘要】 目的 了解医学生医患沟通能力培养的现状和存在的主要问题,提出医患沟通能力培养途径的建议。方法 文献法和问卷调查法,自制调查表对沈阳医学院临床医学专业大一至大五的学生各年级抽200人进行抽样调查。 结果 绝大多数医学生认为非常有必要加强医患沟通能力培养,然而在实际学习中,大部分学生没有参加过有关培养医患沟通能力培养的活动,学生接受的医患沟通能力培养方式主要是通过相关课程,大部分学生认为有效提高医患沟通能力的方式是临床带教及假期社会实践等方式。结论 医学生医患沟通意识较强,但自主参加实践的行动弱,学校对医患沟通能力的培养有待加强,医学生可以通过角色模拟练习、假期社会实践及临床带教等方式提高医患沟通能力。     

提高医学生医患沟通能力之我见

医患关系是以医疗职业为基础，道德为核心，法律为准绳，并在医疗实践活动中产生和发展的一种人际关系，是医疗人际关系中最主要的一种关系。加强学习与病人沟通的艺术，改善与患者沟通的技巧与策略，是建立良好医患关系，减少医疗纠纷的关键。近几年我国的高等教育迅速发展，高等医学教育也随之进入发展的快车道，社会对医学人才的培养质量也提出了更高的标准。如何提高医学生医患沟通能力，引导、培养医学生建立和谐的医患关系，成为摆在我们面前的一项刻不容缓的课题。     

我院医学生医患沟通能力培养初探

基于当前医患关系以及目前医学生人际沟通能力的现状,探讨了临床实习中加强医患沟通的目的、意义及沟通技能培养的方法,为开展医学生实践教育提供有针对性、可操作性强的对策,为实现有效的医患交流提出r合理建议。     

如何培养与提高医学生的医患沟通能力

目前我国的高等医学教育只注重医学专业知识和技能的掌握,而对医患沟通能力的培养重视不够。本文通过分析医学生的医患沟通能力培养的重要性和必要性,提出加强医学生医患沟通能力培养的主要途径与措施,以达到提高医学生医患沟通能力培养的教学目标。     

临床带教中培养实习医生医患沟通能力的有效策略

本文针对临床带教中培养实习医生医患沟通能力的有效策略与实现路径的课题探究,重点针对当前各医院现存的传统临床带教模式与实践发展现状,发掘其中的问题、不足,比如过多忽视对实习医生医患沟通能力的培养。基于此,本文采用回顾分析和问卷调查的方式,选取我院自2012年8月以来进入临床的60位实习医生作为研究对象,将其分为对照组和改革组,来探寻一种“学习+创新”性的临床带教策略。     

医患沟通能力培养对提高口腔医学生临床实习质量的实践研究

以往我们一贯注重口腔医学生临床基本技能、独立分析和解决临床问题能力的培养,使学生能够尽快地完成从口腔医学生到口腔医生的转变,但随着医疗卫生体系和医疗模式的转变,要求临床医疗实践活动由疾病为中心转变为以患者为中心,良好的医患沟通能力是口腔医学生成为一名合格的口腔医生必不可少的条件。在临床实习阶段加强医患沟通能力的培养对提高口腔医学实习质量具有重要意义。     

医学生临床沟通能力的培养

为了适应生物心理社会医学模式,针对医患关系紧张的现状,培养出新一代具有高素质、全面发展的医学人才,临床老师在教授专业知识的同时应重视提高医医学生的沟通能力,从而提高临床教学和医疗服务质量。     

新医改背景下实习生医患沟通能力的培养

新医改对构建健康和谐的医患关系提出了具体要求,良好的医患沟通是医疗行为的重要组成部分.目前,由于医学生医患沟通技能培训尚未达到足够重视,在临床实习阶段加强实习生医患沟通能力的培养,对营造和谐的医患关系、提高医学生素质有着至关重要的意义.     

临床实习生医患沟通能力培养及教学改革研究

为探讨临床实习生医患沟通中存在的问题及解决方法,作者问卷调查浙江省两所医院实习的多所医学院校学生,了解其医患沟通现状及存在问题,并针对医患沟通的课程设置、课程体系、教学内容和教学方法等方面进行教学改革。对临床实习生加强医患沟通培训迫在眉睫,医患沟通课程的教学改革应尽快实施。     

医患沟通中疾病认知模式的伦理审视

医患沟通中双方时疾病的认知存在较大差异,分别可得到相应的伦理辩护,却存在着知情同意与屏蔽、怀疑共存,医疗保密与伪装、公开兼容,尊重生命与低估、忽视相伴等方面的伦理冲突.在医学行善总原则下.通过求同存异中的医患互动,多方参与下的医患谈判,以病人为中心的医患决策的伦理抉择,可以实现疾病认知差异下的良性沟通.     

Conversation analysis, doctor-patient interaction and medical communication

INTRODUCTION: This paper introduces medical educators to the field of conversation analysis (CA) and its contributions to the understanding of the doctor-patient relationship. THE CONVERSATION ANALYSIS APPROACH: Conversation analysis attempts to build bridges both to the ethnographic and the coding and quantitative studies of medical interviews, but examines the medical interview as an arena of naturally occurring interaction. This implies distinctive orientations and issues regarding the analysis of doctor-patient interaction. We discuss the CA approach by highlighting 5 basic features that are important to the enterprise, briefly illustrating each issue with a point from research on the medical interview. These features of conversation analytic theory and method imply a systematic approach to the organisation in interaction that distinguishes it from studies that rely on anecdote, ethnographic inquiry or the systematic coding of utterances. CONVERSATION ANALYSIS AND THE MEDICAL INTERVIEW: We then highlight recent CA studies of the "phases" of the internal medicine clinic and the implications of these studies for medical education. We conclude with suggestions for how to incorporate CA into the medical curriculum. It fits with biopsychosocial, patient-centred and relationship-centred approaches to teaching about medical communication.     

口腔医疗服务中的医患沟通途径研究

随着传统的医学模式向生物-心理-社会医学模式转变．人们不仅要求高水平的口腔医疗保健服务,更渴望在就医过程中得到心理、情感等更高层次需求的满足,从而给医患关系注入新的内容。口腔医患沟通是口腔医疗过程中一个重要组成部分,直接影响着口腔疾病治疗的效果和患者对医疗服务的满意度。旨在通过分析口腔医患沟通的现状和特殊性,对口腔医疗服务中的医患沟通方式方法进行一些探讨,以期构建和谐医患关系。     

医患沟通在放疗科的应用体会

了解医患沟通在放疗科的重要性,探讨医患沟通的方法,加强医护人员的职业道德教育,注重对患者的3理疏导,努力提高医患沟通技巧,坚持换位思考与热情服务。     

Enhancing doctor-patient communication using email: a pilot study

BACKGROUND: The doctor-patient relationship has been eroded by many factors. Would e-mail enhance communication and address some of the barriers inherent to our medical practices? METHODS: Of our study population, 4 physicians offered e-mail communication to participating patients and 4 did not. Both patients and physicians completed questionnaires regarding satisfaction, perceived quality, convenience, and promptness of the communication. RESULTS: Patient satisfaction significantly increased in the e-mail group compared with the control group in the areas of convenience (P < .0001) and the amount of time spent contacting their physician (P < .0001). Physician satisfaction in the e-mail group increased regarding convenience, amount of time spent on messages, and volume of messages. The response time was longer with e-mail. When asked if patients should be able to e-mail their physicians, most patients in the e-mail group and all but 2 of the physicians in the non-e-mail group responded "yes." CONCLUSION: E-mail communication was found to be a more convenient form of communication. Satisfaction by both patients and physicians improved in the e-mail group. The volume of messages and the time spent answering messages for the e-mail group physicians was not increased. E-mail has the potential to improve the doctor-patient relationship as a result of better communication.     

开设医患沟通课程对医学生职业沟通能力的影响

目的 通过调查医学生对医患沟通课程的需求,了解相关课程对医学生职业沟通能力的影响,探讨培养医学生医患沟通能力的措施与时机.方法 选择山西医科大学一年级新生、四年级及毕业班300名本科学生进行问卷调查,调查分析医学生在理论学习前后,对医患沟通能力培养重要性的认识.结果 毕业班学生较一年级新生,对该课程重要性的认识、医患沟通的自信心均有显著性增高;四年级与毕业班学生相比,各项指标无明显差异.结论 医患沟通能力的培养,是培养医学生临床工作能力的重要组成部分;在目前的医疗环境下,由于医患沟通问题导致的纠纷占了很大比例,增设相关课程,是提高医学生医患沟通能力的有效措施,但建议将课程设在第四学年,理论与实际相结合是医学教育的根本.     

Impact of supervision and self-assessment on doctor-patient communication in rural Mexico.

OBJECTIVE: To determine whether supervision and self-assessment activities can improve doctor-patient communication. SETTING AND PARTICIPANTS: Six supervisors, 60 doctors in their last year of training, and 232 primary health care patients at rural health clinics in Michoacan, Mexico. DESIGN: The main evaluation compared post-intervention measures in control and intervention groups. A small panel study also examined changes from baseline to post-intervention rounds in both groups. INTERVENTION: Over a 4-month period, specially trained supervisors added 1 hour of supervision on interpersonal communication and counseling (IPC/C) to regular site visits. Doctors, who had received prior IPC/C training, periodically audiotaped and assessed their own consultations. MAIN OUTCOME MEASURES: These comprised frequency of doctors' facilitative communication, doctors' biomedical information-giving, and patients' active communication. RESULTS: The performance of all doctors improved markedly over the study period, but gains in facilitative communication and information-giving were significantly greater in the intervention than the control group. No single component of the intervention was responsible for the improvement; it resulted from the combination of activities. The doctors appreciated the more supportive relationship with supervisors that resulted from the intervention and found listening to themselves on audiotape a powerful, although initially stressful, experience. CONCLUSION: Supportive supervision and self-assessment activities can reinforce IPC/C training, prompt reflection and learning, and help novice doctors improve their interpersonal communication skills.