背景:与牙科患者进行适当的沟通可提高治疗效果和患者满意度。实施模拟患者访谈课程可以改善以患者为中心的护理,并减少职员培训期间的冲突。因此,这项研究探讨了学生参与情境模拟课程(SSC)之间的关系,学业成绩,职员业绩,和客观的结构化临床检查(OSCE)性能。
方法:本研究是以接受实习培训的五年级牙科学生为样本进行的。在实施情境模拟课程以调查参与SSC之间的关系之后,学业成绩,职员业绩,和欧安组织的表现,建立并测试了路径分析模型。
结果:87名五年级牙科学生有资格参加SSC,大多数(n=70,80.46%)自愿参加。路径分析模型显示,学业成绩对OSCE成绩(β=0.281,P=0.003)和教职人员成绩(β=0.441,P<0.001)有直接影响。此外,SSC教学对OSCE绩效有直接影响(β=0.356,P<0.001)。
结论:SSC可以有效提高牙科学生的非操作临床能力和OSCE表现。模拟患者遇到反馈,纳入牙科课程,改善了沟通。根据我们的发现,我们建议在OSCE之前实施SSC教学,以提高沟通和认知技能。
BACKGROUND: Appropriate communication with dental patients enhances treatment outcomes and patient satisfaction. Implementing simulated patient interviews courses can improve patient-centered care and reduce conflict during clerkship training. Therefore, this study explored the relationship among student participation in a situational simulation course (SSC), academic performance, clerkship performance, and objective structured clinical examination (OSCE) performance.
METHODS: This study was conducted with a sample of fifth-year dental students undergoing clerkship training. After implementing a situational simulation course to investigate the relationship among participation in SSC, academic performance, clerkship performance, and OSCE performance, a path analysis model was developed and tested.
RESULTS: Eighty-seven fifth-year dental students were eligible for the SSC, and most (n = 70, 80.46%) volunteered to participate. The path analysis model revealed that academic performance had a direct effect on OSCE performance (β = 0.281, P = 0.003) and clerkship performance (β = 0.441, P < 0.001). In addition, SSC teaching had a direct effect on OSCE performance (β = 0.356, P < 0.001).
CONCLUSIONS: SSCs can enhance dental students\' non-operational clinical competency and OSCE performance effectively. Simulated patient encounters with feedback, incorporated into the dental curricula, have led to improved communication. Based on our findings, we suggest implementing SSC teaching before the OSCE to improve communication and cognitive skills.