背景:医疗保健中许多治疗方法的效果取决于治疗本身以外的因素。患者的期望及其与医疗保健提供者的关系可以显着影响治疗结果,从而在引发安慰剂和nocebo效应方面发挥重要作用。我们的目标是开发和评估创新的沟通培训,包括电子学习和虚拟现实(VR)培训,对于所有学科的医疗保健提供者来说,通过医疗保健提供者与患者的沟通来优化安慰剂并最大程度地减少nocebo效应。当前的论文描述了发展,中期评估,优化,以及沟通培训的最终评估,在荷兰进行。
方法:电子学习和VR培训的发展包括四个阶段:1)内容和技术发展,2)医疗保健提供者和安慰剂/通信研究人员的中期评估,3)优化培训,和4)医疗保健提供者的最终评估。为了确保成功,适用性,真实性,以及沟通培训的用户友好性,作为未来的最终用户,与医疗保健提供商进行了持续的结构性合作,安慰剂/通讯研究领域的专家,和各个阶段的教育专家。
结果:安慰剂/通信研究人员和医疗保健提供者对电子学习进行了积极的评估(0-10量表上的总体7.9),内容被认为是有用的,可访问,和有趣的。VR培训以整体6.9(0-10量表)进行评估,并被评估为用户友好且安全的练习沟通技巧的方法。尽管人们对VR训练的真实性有一些担忧(即虚拟患者的反应程度与真实患者相似),安慰剂和交流研究人员,以及医疗保健提供者,认识到VR培训对未来的巨大潜力。
结论:我们开发了一种创新和用户友好的沟通培训,包括电子学习和VR培训(2D和3D),这可以用来教医疗保健提供者如何通过医疗保健提供者与患者的沟通来优化安慰剂效应和最小化nocebo效应。未来的研究可以提高真实性,将培训翻译成其他语言和文化,通过额外的VR案例进行扩展,并测量对提供者沟通技巧和随后患者结局的预期影响。
BACKGROUND: The effects of many treatments in healthcare are determined by factors other than the treatment itself. Patients\' expectations and the relationship with their healthcare provider can significantly affect treatment outcomes and thereby play a major role in eliciting placebo and nocebo effects. We aim to develop and evaluate an innovative communication training, consisting of an e-learning and virtual reality (VR) training, for healthcare providers across all disciplines, to optimize placebo and minimize nocebo effects through healthcare provider-patient communication. The current paper describes the development, mid-term evaluation, optimization, and final evaluation of the communication training, conducted in The Netherlands.
METHODS: The development of both the e-learning and the VR training consisted of four phases: 1) content and technical development, 2) mid-term evaluation by healthcare providers and placebo/communication researchers, 3) optimization of the training, and 4) final evaluation by healthcare providers. To ensure the success, applicability, authenticity, and user-friendliness of the communication training, there was ongoing structural collaboration with healthcare providers as future end users, experts in the field of placebo/communication research, and educational experts in all phases.
RESULTS: Placebo/communication researchers and healthcare providers evaluated the e-learning positively (overall 7.9 on 0-10 scale) and the content was perceived as useful, accessible, and interesting. The VR training was assessed with an overall 6.9 (0-10 scale) and was evaluated as user-friendly and a safe method for practicing communication skills. Although there were some concerns regarding the authenticity of the VR training (i.e. to what extent the virtual patient reacts like a real patient), placebo and communication researchers, as well as healthcare providers, recognized the significant potential of the VR training for the future.
CONCLUSIONS: We have developed an innovative and user-friendly communication training, consisting of an e-learning and VR training (2D and 3D), that can be used to teach healthcare providers how to optimize placebo effects and minimize nocebo effects through healthcare provider-patient communication. Future studies can work on improved authenticity, translate the training into other languages and cultures, expand with additional VR cases, and measure the expected effects on providers communication skills and subsequently patient outcomes.