Assessing medical students' attitudes towards learning communication skills - Which components of attitudes do we measure?

被引：38
作者：
Anvik T. [1 ]
Gude T. [2 ]
Grimstad H. [3 ]
Baerheim A. [4 ]
Fasmer O.B. [5 ]
Hjortdahl P. [6 ]
Holen A. [7 ]
Risberg T. [8 ]
Vaglum P. [2 ]
机构：
[1] Institute of Community Medicine, Faculty of Medicine, University of Tromsø
[2] Department of Behavioural Sciences in Medicine, Faculty of Medicine, University of Oslo
[3] Department of Public Health and General Practice, Norwegian University of Science and Technology
[4] Department of Public Health and Primary Health Care, University of Bergen
[5] Department of Clinical Medicine, Faculty of Medicine, University of Bergen
[6] Institute of General Practice and Community Medicine, Faculty of Medicine, University of Oslo
[7] Faculty of Medicine, Norwegian University of Science and Technology
[8] Institute of Clinical Medicine, Faculty of Medicine, University of Tromsø
来源：
BMC Medical Education | / 7卷 / 1期
关键词：
Medical School; Medical Student; Positive Attitude; Communication Skill; Scree Plot;
D O I：
10.1186/1472-6920-7-4
中图分类号：
学科分类号：
摘要：
Background. The Communication Skills Attitudes Scale (CSAS) created by Rees, Sheard and Davies and published in 2002 has been a widely used instrument for measuring medical students' attitudes towards learning communication skills. Earlier studies have shown that the CSAS mainly tests two dimensions of attitudes towards communication; positive attitudes (PAS) and negative attitudes (NAS). The objectives of our study are to explore the attitudes of Norwegian medical students towards learning communication skills, and to compare our findings with reports from other countries. Methods. The CSAS questionnaire was mailed simultaneously to all students (n = 3055) of the four medical schools in Norway in the spring of 2003. Response from 1833 students (60.0%) were analysed by use of SPSS ver.12. Results. A Principal component analysis yielded findings that differ in many respects from those of earlier papers. We found the CSAS to measure three factors. The first factor describes students' feelings about the way communication skills are taught, whereas the second factor describes more fundamental attitudes and values connected to the importance of having communication skills for doctors. The third factor explores whether students feel that good communication skills may help them respecting patients and colleagues. Conclusion. Our findings indicate that in this sample the CSAS measures broader aspects of attitudes towards learning communication skills than the formerly described two-factor model with PAS and NAS. This may turn out to be helpful for monitoring the effect of different teaching strategies on students' attitudes during medical school. © 2007 Anvik et al; licensee BioMed Central Ltd.
引用
收藏
相关论文
共 19 条
  • [1] Meryn S., Improving doctor-patient communication. Not an option, but a necessity, BMJ, 316, (1998)
  • [2] Jones R., Higgs R., De A.C., Prideaux D., Changing face of medical curricula, Lancet, 357, pp. 699-703, (2001)
  • [3] Kaufman D.M., Laidlaw T.A., Langille D., Sargeant J., MacLeod H., Differences in medical students' attitudes and self-efficacy regarding patient-doctor communication, Acad Med, 76, (2001)
  • [4] De Valck C., Bensing J., Bruynooghe R., Batenburg V., Cure-oriented versus care-oriented attitudes in medicine, Patient Education and Counseling, 45, pp. 119-126, (2001)
  • [5] Rees C., Sheard C., Davies S., The development of a scale to measure medical students' attitudes towards communication skills learning: The Communication Skills Attitude Scale (CSAS), Med Educ, 36, pp. 141-147, (2002)
  • [6] Rees C., Sheard C., The relationship between medical students' attitudes towards communication skills learning and their demographic and education-related characteristics, Med Educ, 36, pp. 1017-1027, (2002)
  • [7] Rees C., Sheard C., Evaluating first-year medical students' attitudes to learning communication skills before and after a communication skills course, Med Teach, 25, pp. 302-307, (2003)
  • [8] Cleland J., Foster K., Moffat M., Undergraduate students' attitudes to communication skills learning differ depending on year of study and gender, Med Teach, 27, pp. 246-251, (2005)
  • [9] Shankar R.P., Dubey A.K., Mishra P., Deshpande V.Y., Chandrasekhar T.S., Shivananda P.G., Student attitudes towards communication skills training in a medical college in Western Nepal, Educ Health (Abingdon), 19, pp. 71-84, (2006)
  • [10] Liddell M.J., Davidson S.K., Student attitudes and their academic performance: Is there any relationship?, Med Teach, 26, pp. 52-56, (2004)
12