Medical students' agenda-setting abilities during medical interviews / 한국의학교육
Korean Journal of Medical Education
;
: 77-86, 2015.
Artículo
en Inglés
| WPRIM
| ID: wpr-160764
ABSTRACT
PURPOSE:
Identifying patients' agendas is important; however, the extent of Korean medical students' agenda-setting abilities is unknown. The study aim was to investigate the patterns of Korean medical students' agenda solicitation.METHODS:
A total of 94 third-year medical students participated. One scenario involving a female patient with abdominal pain was created. Students were video-recorded as they interviewed the patient. To analyze whether students identify patients' reasons for visiting, a checklist was developed based on a modified version of the Calgary-Cambridge Guide to the Medical Interview Communication Process checklist. The duration of the patient's initial statement of concerns was measured in seconds. The total number of patient concerns expressed before interruption and the types of interruption effected by the medical students were determined.RESULTS:
The medical students did not explore the patients' concerns and did not negotiate an agenda. Interruption of the patient's opening statement occurred in 4.62+/-2.20 seconds. The most common type of initial interruption was a recompleter (79.8%). Closed-ended questions were the most common question type in the second and third interruptions.CONCLUSION:
Agenda setting should be emphasized in the communication skills curriculum of medical students. The Korean Clinical Skills Exam must assess medical students' ability to set an agenda.
Texto completo:
Disponible
Índice:
WPRIM (Pacífico Occidental)
Asunto principal:
Relaciones Médico-Paciente
/
Estudiantes de Medicina
/
Universidades
/
Grabación en Video
/
Competencia Clínica
/
Comunicación
/
Curriculum
/
Educación de Pregrado en Medicina
/
Lista de Verificación
/
República de Corea
Tipo de estudio:
Estudio pronóstico
/
Investigación cualitativa
Límite:
Adulto
/
Femenino
/
Humanos
/
Masculino
País/Región como asunto:
Asia
Idioma:
Inglés
Revista:
Korean Journal of Medical Education
Año:
2015
Tipo del documento:
Artículo
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