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İletişim Becerileri Eğitim Sonuçlarını Cinsiyet Bağlamında Bir Değerlendirme

Yıl 2022, , 109 - 118, 31.08.2022
https://doi.org/10.25282/ted.1096904

Öz

Amaç: Tıp fakültesinden mezun olan tıp öğrencilerinin mesleki uygulamalar, mesleki değerler ve yaklaşımlar ile mesleki ve bireysel gelişim alanlarında yetkin olması beklenmektedir. Bu üç temel yetkinlik alanından biri olan mesleki değerler ve yaklaşımlar kapsamında tıp fakültesinden mezun olan bir hekimin iletişim becerilerinde yetkin olması istenmektedir. Bu bağlamda tıp eğitimi müfredatında iletişim becerileri eğitimi ve uygulamalarının olması tavsiye edilmektedir. İletişim becerileri eğitimi son yıllarda tıp eğitiminin temel derslerinden biri olmuştur. Ancak cinsiyet bağlamında, tıp eğitiminde iletişim becerileri eğitimi çıktıları göz ardı edilmektedir. Bu çalışma, iletişim becerileri eğitiminin cinsiyet bağlamında kazanım farklılıkları incelemek için tasarlanmıştır.
Yöntem: Bu çalışma, bir iletişim becerileri eğitiminin tıp öğrencilerinde iletişim ve empati becerilerini geliştirme kapasitesini değerlendirmek ve bu kapasitede cinsiyet açısından farklılık olup olmadığını araştırmak amacıyla öntest-sontest müdahale çalışması olarak tasarlanmıştır. Eğitim öncesi ve sonrasında öğrencilerden İletişim Becerileri Tutum Ölçeği ve Empatik Eğilim Ölçeği'ni doldurmaları istenmiştir. Çalışmaya iletişim becerileri eğitimi dersine tam katılım sağlayan ve çalışmada kullanılan ölçekleri eksiksiz dolduran tıp fakültesi 3. sınıf öğrencilerinden 121 öğrenci dahil edilmiştir.
Bulgular: Yaş ortalaması 20.6±1.2 yıl olan 121 öğrencinin %47.9'u (n=58) erkek, %52.1'i (n=63) kızdı. Öğrencilerin eğitimden önce ve eğitimden sonra ölçülen empatik eğilim ölçeği toplam puanı, iletişim becerileri tutum ölçeği toplam puanı ve alt boyut puan ortalamaları arasında anlamlı bir fark bulunmuştur (sırasıyla p<0,001 p=0,002 p<0,001 p<0,001) ). Cinsiyete göre iki farklı zamanda ölçülen empatik eğilim ölçeği toplam puan değerleri arasındaki farkların birbirinden anlamlı düzeyde farklı olduğu görüldü (p<0,001). Erkeklerde gözlenen empatik eğilim ölçeğinin toplam puan değerindeki değişim (artış) miktarı, kadınlarda ölçülen değerden anlamlı derecede yüksekti.
Sonuç: Çalışmanın sonuçları iletişim becerileri eğitiminin hekim adaylarının iletişim ve empati becerilerini geliştirdiğini göstermektedir. Çalışmamızda bir diğer önemli nokta da bu eğitimlerin ileriki derslerde boylamasına tekrarlanması gerektiğidir. Sonuçlarımız erkek öğrencilerin iletişim ve empati becerilerini geliştirmeye açık olduklarını göstermektedir. Araştırmamızda erkek öğrencilerin kız öğrencilere göre eğitimden daha fazla yararlanması, eğitim planı oluşturulurken cinsiyet dahil her türlü fırsatın değerlendirilmesi gerektiğini düşündürmektedir. 

Kaynakça

  • 1. Zolnierek KB, Dimatteo MR. Physician communication and patient adherence to treatment: a meta-analysis. Med Care. 2009;47(8):826-34.
  • 2. Burgener AM. Enhancing Communication to Improve Patient Safety and to Increase Patient Satisfaction. Health Care Manag (Frederick). 2017;36(3):238-43.
  • 3. Khatri R. Client aggression towards health service providers in Nepal. Health Prospect. 2015;14(2):22–3. 4. WHO global competency model. Available from: https://www.who.int/employment/competencies/WHO_competencies_EN.pdf.
  • 5. Cömert M, Zill JM, Christalle E, Dirmaier J, Härter M, Scholl I. Assessing Communication Skills of Medical Students in Objective Structured Clinical Examinations (OSCE)--A Systematic Review of Rating Scales. PLoS One. 2016;11(3):e0152717.
  • 6. Skye E, Wagenschutz H, Steiger J, Kumagai AK. Use of interactive theater and role play to develop medical students’ skills in breaking bad news. J Cancer Educ. 2014;29(4):704–8.
  • 7. Meeuwesen L, Bensing J, van den Brink-Muinen A. Communicating fatigue in general practice and the role of gender. Patient Educ Couns. 2002;48(3):233-42.
  • 8. Dielissen P, Bottema B, Verdonk P, Lagro-Janssen T. Attention to gender in communication skills assessment instruments in medical education: a review. Med Educ. 2011;45(3):239-48.
  • 9. Rider EA, Hinrichs MM, Lown BA. A model for communication skills assessment across the undergraduate curriculum. Med Teach. 2006;28:127-34.
  • 10. Dökmen Ü. Empatinin yeni bir modele dayanılarak ölçülmesi ve psikodrama ile ölçülmesi. A.Ü. Eğitim Bilimleri Dergisi. 1988;21(1-2):155-90
  • 11. Rees CE, Sheard C, Davıes S. The development of a scale to measure medical students' attitudes towards communication skills learning: the Communication Skills Attitude Scale (CSAS). Medical Education. 2002;36:141-7
  • 12. Bas-Sarmiento P, Fernández-Gutiérrez M, Díaz-Rodríguez M; iCARE Team. Teaching empathy to nursing students: A randomised controlled trial. Nurse Educ Today. 2019;80:40-51.
  • 13. Henry SG, Holmboe ES, Frankel RM. Evidence-based competencies for improving communication skills in graduate medical education: a review with suggestions for implementation. Med Teach. 2013;35(5):395-403.
  • 14. Wilkinson S, Roberts A, Aldridge J. Nurse-patient communication in palliative care: an evaluation of a communication skills programme. Palliat Med. 1998;12(1):13-22.
  • 15. Van der Vleuten C, van den Eertwegh V, Giroldi E. Assessment of communication skills. Patient Educ Couns. 2019;102(11):2110-3.
  • 16. Hinkle LJ, Fettig LP, Carlos WG, Bosslet G. Twelve tips for just in time teaching of communication skills for difficult conversations in the clinical setting. Med Teach. 2017;39(9):920-5.
  • 17. Peters G. Metadiscourse in Simulation: Reflexivity of/as Communication Skills Learning. Teach Learn Med. 2022;34(1):21-32.
  • 18. Harlak H, Gemalmaz A, Gurel FS, Dereboy C, Ertekin K. Communication skills training: effects on attitudes toward communication skills and empathic tendency. Educ Health (Abingdon). 2008;21(2):62.
  • 19. Beauchamp GA, McGregor AJ, Choo EK, Safdar B, Rayl Greenberg M. Incorporating Sex and Gender into Culturally Competent Simulation in Medical Education. J Womens Health (Larchmt). 2019;28(12):1762-7.
  • 20. Siddiqui NY, Levin PJ, Phadtare A, Pietrobon R, Ammarell N. Perceptions about female urinary incontinence: a systematic review. Int Urogynecol J. 2014;25(7):863-71.
  • 21. Canuto K, Wittert G, Harfield S, Brown A. "I feel more comfortable speaking to a male": Aboriginal and Torres Strait Islander men's discourse on utilizing primary health care services. Int J Equity Health. 2018;17(1):185.
  • 22. Fang MC, McCarthy EP, Singer DE. Are patients more likely to see physicians of the same sex? Recent national trends in primary care medicine. Am J Med. 200415;117(8):575-81.
  • 23. Bertakis KD. The influence of gender on the doctor-patient interaction. Patient Educ Couns. 2009;76(3):356-60.

An Evaluation of Communication Skills Training Results in the Context of Gender

Yıl 2022, , 109 - 118, 31.08.2022
https://doi.org/10.25282/ted.1096904

Öz

Aim: Medical students who graduate from medical school are expected to be competent in professional Practices, Professional values and approaches, and professional and individual development. Within the scope of professional values and approaches, which are one of these three basic competence areas, a physician who graduated from the faculty of medicine is required to be competent in communication skills. It is recommended to have communication skills training and practices in the medical education curriculum in this context. Communication skills training has been one of the basic courses of medical education in recent years. However, in the context of gender, communication skills training outcomes are ignored in medical education. This study was designed to examine the differences in the attainment of communication skills training in the context of gender.
Methods: This study was designed as a pretest-posttest intervention study to evaluate the capacity of communication skills training to develop communication and empathy skills in medical students and to investigate whether there is a gender difference in this capacity. Before and after the training, students were asked to fill out the Communication Skills Attitude Scale and the Empathic Tendency Scale. 121 medical faculty 3rd-year students who fully participated in the communication skills training and filled out the scales used in the study were included in the study.
Results: Of the 121 students with a mean age of 20.6±1.2 years, 47.9% (n=58) were male and 52.1% (n=63) were female. There was a significant difference between the mean values of the empathic tendency scale total score, communication skills attitude scale total and sub-dimension scores measured in students before and after the education (p<0.001 p=0.002 p<0.001 p<0.001, respectively). It was observed that the differences between the total score values of the empathic tendency scale measured at two different times according to gender were significantly different from each other (p<0.001). The amount of change (increase) in the total score value of the empathic tendency scale observed in men was significantly higher than the value measured in women.
Conclusions: The results of the study show that communication skills training improves the communication and empathy skills of physician candidates. Another important point in our study is that this training should be repeated longitudinally in future lessons. Our results show that male physician candidates are open to improving their communication and empathy skills. The fact that male students benefit from training more than female students in our research suggests that all kinds of opportunities, including gender, should be evaluated while creating a training plan.

Kaynakça

  • 1. Zolnierek KB, Dimatteo MR. Physician communication and patient adherence to treatment: a meta-analysis. Med Care. 2009;47(8):826-34.
  • 2. Burgener AM. Enhancing Communication to Improve Patient Safety and to Increase Patient Satisfaction. Health Care Manag (Frederick). 2017;36(3):238-43.
  • 3. Khatri R. Client aggression towards health service providers in Nepal. Health Prospect. 2015;14(2):22–3. 4. WHO global competency model. Available from: https://www.who.int/employment/competencies/WHO_competencies_EN.pdf.
  • 5. Cömert M, Zill JM, Christalle E, Dirmaier J, Härter M, Scholl I. Assessing Communication Skills of Medical Students in Objective Structured Clinical Examinations (OSCE)--A Systematic Review of Rating Scales. PLoS One. 2016;11(3):e0152717.
  • 6. Skye E, Wagenschutz H, Steiger J, Kumagai AK. Use of interactive theater and role play to develop medical students’ skills in breaking bad news. J Cancer Educ. 2014;29(4):704–8.
  • 7. Meeuwesen L, Bensing J, van den Brink-Muinen A. Communicating fatigue in general practice and the role of gender. Patient Educ Couns. 2002;48(3):233-42.
  • 8. Dielissen P, Bottema B, Verdonk P, Lagro-Janssen T. Attention to gender in communication skills assessment instruments in medical education: a review. Med Educ. 2011;45(3):239-48.
  • 9. Rider EA, Hinrichs MM, Lown BA. A model for communication skills assessment across the undergraduate curriculum. Med Teach. 2006;28:127-34.
  • 10. Dökmen Ü. Empatinin yeni bir modele dayanılarak ölçülmesi ve psikodrama ile ölçülmesi. A.Ü. Eğitim Bilimleri Dergisi. 1988;21(1-2):155-90
  • 11. Rees CE, Sheard C, Davıes S. The development of a scale to measure medical students' attitudes towards communication skills learning: the Communication Skills Attitude Scale (CSAS). Medical Education. 2002;36:141-7
  • 12. Bas-Sarmiento P, Fernández-Gutiérrez M, Díaz-Rodríguez M; iCARE Team. Teaching empathy to nursing students: A randomised controlled trial. Nurse Educ Today. 2019;80:40-51.
  • 13. Henry SG, Holmboe ES, Frankel RM. Evidence-based competencies for improving communication skills in graduate medical education: a review with suggestions for implementation. Med Teach. 2013;35(5):395-403.
  • 14. Wilkinson S, Roberts A, Aldridge J. Nurse-patient communication in palliative care: an evaluation of a communication skills programme. Palliat Med. 1998;12(1):13-22.
  • 15. Van der Vleuten C, van den Eertwegh V, Giroldi E. Assessment of communication skills. Patient Educ Couns. 2019;102(11):2110-3.
  • 16. Hinkle LJ, Fettig LP, Carlos WG, Bosslet G. Twelve tips for just in time teaching of communication skills for difficult conversations in the clinical setting. Med Teach. 2017;39(9):920-5.
  • 17. Peters G. Metadiscourse in Simulation: Reflexivity of/as Communication Skills Learning. Teach Learn Med. 2022;34(1):21-32.
  • 18. Harlak H, Gemalmaz A, Gurel FS, Dereboy C, Ertekin K. Communication skills training: effects on attitudes toward communication skills and empathic tendency. Educ Health (Abingdon). 2008;21(2):62.
  • 19. Beauchamp GA, McGregor AJ, Choo EK, Safdar B, Rayl Greenberg M. Incorporating Sex and Gender into Culturally Competent Simulation in Medical Education. J Womens Health (Larchmt). 2019;28(12):1762-7.
  • 20. Siddiqui NY, Levin PJ, Phadtare A, Pietrobon R, Ammarell N. Perceptions about female urinary incontinence: a systematic review. Int Urogynecol J. 2014;25(7):863-71.
  • 21. Canuto K, Wittert G, Harfield S, Brown A. "I feel more comfortable speaking to a male": Aboriginal and Torres Strait Islander men's discourse on utilizing primary health care services. Int J Equity Health. 2018;17(1):185.
  • 22. Fang MC, McCarthy EP, Singer DE. Are patients more likely to see physicians of the same sex? Recent national trends in primary care medicine. Am J Med. 200415;117(8):575-81.
  • 23. Bertakis KD. The influence of gender on the doctor-patient interaction. Patient Educ Couns. 2009;76(3):356-60.
Toplam 22 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Sağlık Kurumları Yönetimi
Bölüm Orjinal Araştırma
Yazarlar

Zerrin Gamsızkan 0000-0001-8677-4004

Şengül Cangür 0000-0002-0732-8952

Yayımlanma Tarihi 31 Ağustos 2022
Gönderilme Tarihi 1 Nisan 2022
Yayımlandığı Sayı Yıl 2022

Kaynak Göster

Vancouver Gamsızkan Z, Cangür Ş. An Evaluation of Communication Skills Training Results in the Context of Gender. TED. 2022;21(64):109-18.