PDF(Pubmed)
Abstract：
BACKGROUND: This study aimed to examine whether online interactive communication education using video materials was as effective as face-to-face education among healthcare college students.
METHODS: The participants were healthcare college students who were enrolled in study programs to obtain national medical licenses. They participated in lectures and exercises on healthcare communication, both online (n = 139) and face-to-face (n = 132). Listening skills, understanding, and confidence in healthcare communication were assessed using a self-assessed tool.
RESULTS: From the two-way ANOVA result, the interaction effects between group (online, face-to-face) and time (Time 1, Time 2, Time 3) were not statistically significant. The main effect of time increased significantly from Time1 to Time 3 on understanding of communication with patients (Hedges\'g = 0.51, 95%CI 0.27-0.75), confidence in communication with patients (g = 0.40, 95%CI 0.16-0.64), and confidence in clinical practice (g = 0.49, 95%CI 0.25, 0.73), while the score of listening skills had no significant change (Hedges\'g = 0.09, 95%CI - 0.03 to 0.45).
CONCLUSIONS: The results show that online communication education with video materials and active exercises is as effective in improving students\' confidence as face-to-face. It will be necessary to modify the content of this educational program to improve skills as well as confidence in communication.
BACKGROUND: Not Applicable.
METHODS: The participants were healthcare college students who were enrolled in study programs to obtain national medical licenses. They participated in lectures and exercises on healthcare communication, both online (n = 139) and face-to-face (n = 132). Listening skills, understanding, and confidence in healthcare communication were assessed using a self-assessed tool.
RESULTS: From the two-way ANOVA result, the interaction effects between group (online, face-to-face) and time (Time 1, Time 2, Time 3) were not statistically significant. The main effect of time increased significantly from Time1 to Time 3 on understanding of communication with patients (Hedges\'g = 0.51, 95%CI 0.27-0.75), confidence in communication with patients (g = 0.40, 95%CI 0.16-0.64), and confidence in clinical practice (g = 0.49, 95%CI 0.25, 0.73), while the score of listening skills had no significant change (Hedges\'g = 0.09, 95%CI - 0.03 to 0.45).
CONCLUSIONS: The results show that online communication education with video materials and active exercises is as effective in improving students\' confidence as face-to-face. It will be necessary to modify the content of this educational program to improve skills as well as confidence in communication.
BACKGROUND: Not Applicable.
摘要：
背景：这项研究旨在检查使用视频材料进行在线互动交流教育是否与医疗保健大学生中的面对面教育一样有效。
方法：参与者是参加研究计划以获得国家医疗执照的医疗保健大学生。他们参加了关于医疗交流的讲座和练习，在线（n=139）和面对面（n=132）。听力技巧,理解,我们使用自我评估工具评估了对医疗保健沟通的信心.
结果：根据双向方差分析结果，群体之间的相互作用效应(在线，面对面）和时间（时间1，时间2，时间3）无统计学意义。从时间1到时间3，时间对理解与患者沟通的主要影响显著增加(Hedges\'g=0.51，95CI0.27-0.75)，与患者沟通的信心（g=0.40，95CI0.16-0.64），和对临床实践的信心(g=0.49，95CI0.25，0.73)，而听力技能得分无显著变化(Hedges\'g=0.09,95CI-0.03至0.45)。
结论：结果表明，带有视频材料和积极练习的在线交流教育在提高学生的自信心方面与面对面一样有效。有必要修改此教育计划的内容，以提高技能和沟通信心。
背景：不适用。
方法：参与者是参加研究计划以获得国家医疗执照的医疗保健大学生。他们参加了关于医疗交流的讲座和练习，在线（n=139）和面对面（n=132）。听力技巧,理解,我们使用自我评估工具评估了对医疗保健沟通的信心.
结果：根据双向方差分析结果，群体之间的相互作用效应(在线，面对面）和时间（时间1，时间2，时间3）无统计学意义。从时间1到时间3，时间对理解与患者沟通的主要影响显著增加(Hedges\'g=0.51，95CI0.27-0.75)，与患者沟通的信心（g=0.40，95CI0.16-0.64），和对临床实践的信心(g=0.49，95CI0.25，0.73)，而听力技能得分无显著变化(Hedges\'g=0.09,95CI-0.03至0.45)。
结论：结果表明，带有视频材料和积极练习的在线交流教育在提高学生的自信心方面与面对面一样有效。有必要修改此教育计划的内容，以提高技能和沟通信心。
背景：不适用。
