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Titolo:
Preliminary evaluation of 'interpreter' role plays in teaching communication skills to medical undergraduates
Autore:
Lau, KCJ; Stewart, SM; Fielding, R;
Indirizzi:
Univ Hong Kong, Univ Hlth Serv, Hong Kong, Hong Kong, Peoples R China UnivHong Kong Hong Kong Hong Kong Peoples R China Kong, Peoples R China Univ Hong Kong, Dept Community Med, Hong Kong, Hong Kong, Peoples R China Univ Hong Kong Hong Kong Hong Kong Peoples R China Kong, Peoples R China
Titolo Testata:
MEDICAL EDUCATION
fascicolo: 3, volume: 35, anno: 2001,
pagine: 217 - 221
SICI:
0308-0110(200103)35:3<217:PEO'RP>2.0.ZU;2-E
Fonte:
ISI
Lingua:
ENG
Keywords:
communication; communication barriers; education, medical, undergraduate; teaching, methods;
Tipo documento:
Article
Natura:
Periodico
Settore Disciplinare:
Clinical Medicine
Citazioni:
11
Recensione:
Indirizzi per estratti:
Indirizzo: Lau, KCJ Univ Hong Kong, Univ Hlth Serv, Hong Kong, Hong Kong, Peoples R China Univ Hong Kong Hong Kong Hong Kong Peoples R China ples R China
Citazione:
K.C.J. Lau et al., "Preliminary evaluation of 'interpreter' role plays in teaching communication skills to medical undergraduates", MED EDUC, 35(3), 2001, pp. 217-221

Abstract

Rationale and objectives Multiculturalism presents linguistic obstacles tohealth care provision. We explored the early introduction of 'interpreter'role-play exercises in teaching medical undergraduates communication skills. The interpreter role creates a natural barrier in communication providing an active prompt for recognizing learning needs in this area. Methods Bilingual Cantonese first-year medical students (n=160) were randomly allocated to either 'Observer' or 'Interpreter' role plays at a small-group introductory communication skills workshop using a quasi experimental design, counterbalanced across tutors. Students assessed their own skill competence before and, together with their perceptions of the different role plays' effectiveness, again after the workshop, using an anonymous 16 item Likert-type scale, analysed using ANOVA and MANOVA. Results Students' assessments of their skills improved significantly following the workshop (F=73.19 [1,156], P=0.0009). Students in the observer group reported greater changes in their scores following the workshop than didstudents in the interpreter group (F=4.84 [1,156], P=0.029), largely due to improvement in perceived skill (F=4.38 [1,156], P=0.038) rather than perceived programme effectiveness (F=3.13 [1,156], P > 0.05). Subsequent MANOVAindicated no main effect of observer/interpreter conditions, indicating these differences could be attributed to chance alone (F=1.41 [16 141], P > 0.05). Conclusion The workshop positively influenced students' perceived communication skills, but the 'Interpreter' role was less effective than the 'Observer' role in achieving this. Future studies should examine whether interpreter role plays introduced later in the medical programme are beneficial.

ASDD Area Sistemi Dipartimentali e Documentali, Università di Bologna, Catalogo delle riviste ed altri periodici
Documento generato il 03/04/20 alle ore 11:02:24