- 期刊
- OpenAccess
Evaluation of a New Curriculum to Improve Physician-Patient Communication and Emotional Resilience for Sixth-Year Medical Students
摘要
Objective: This study aimed to provide a new integrative curriculum in medical education. First, we applied ＂problem-based learning＂ to the doctor-patient communication courses, to promote the student's ability to cope with difficult patients. Second, the new curriculum was developed to inspire lifelong learning of methods of communicating with difficult patients. Finally, the curriculum was designed to help increase emotional resilience for professional life. Methods: The newly developed course involves a total of 3 hours, with 1 hour per week. The program integrates the concepts of ＂difficult patient,＂ ＂doctor-patient relationship,＂ ＂medical dispute,＂ and ＂emotional resilience＂ into the original psychiatric curriculum. The student participants used the interactive voting system to answer questions about the degree of understanding of difficult patients and emotional resilience before and after class. The Objective Structured Clinical Examination (OSCE) was applied to assess the effectiveness of the course. Results: Our study results demonstrated that the program offers a promising way to integrate prevention of medical disputes, management of difficult patients, and improvement of emotional resilience into an integrative course for medical students. The students gained significant progress in knowledge, attitude, and skill in all three fields. Conclusion: This newly developed integrative curriculum was designed to improve the education of medical humanities, to enhance the communication efficiency of the disease, to promote emotional recovery, to strengthen the sensitivity and ability to deal with difficult cases, and to transform physician-patient conflicts into the whole ＂medical dispute＂ development process, which can change risk factors.
參考文獻
延伸閱讀
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