1Department of Family Medicine, Dong-san Medical Center, Keimyung University College of Medicine, Korea.caribbe@freechal.com 2Department of Medical Education, Dong-san Medical Center, Keimyung University College of Medicine, Korea.
ABSTRACT
PURPOSE: An effective medical interview is essential in the establishment of a good doctor-patient relationship and in the establishment of an accurate diagnosis. This article describes medical students' change of thought regarding the importance of learning interview skills and other skills before and after an educational course on medical interviewing skills METHODS: First year medical school students enrolled in a course on medical interviewing skills for 12 weeks, 2 hours per week December 2000, for 9 weeks, 2 hours per week August 2001, at Keimyung University Medical School. The students were divided into 10 groups for workshops. Using questionnaire, we obtained the results about the change of students' beliefs between the first and last class.
Statistical analysis using SPSS(version 10.0) software programme, Chi-square test, paired t-test and Pearson's correlation.
RESULTS: The medical students believed that learning interview skills and other skills was more important after the course. There was also an increase in the number of students who thought they could improved their skills. In addition, the students practiced the skills in their personal like with family and friends. After the course, the students chose "kind doctor and average ability" as a future professional description instead of "unkind doctor but very excellent". The effect of learning the skills to treat patients for future practice was above average. After the course, however, less students perceived the importance of learning such skills for future practice.
CONCLUSION: After the enrollment in an interviewing skills course, medical studnets believed that learning interviewing and other skills was more important than prior to the course. After the course, however, less students believed the effect of learning the skills for future practice was important. Thus, we thought it was important to consider the optimal time period for such an educational intervention to improve clinical skills and the doctor-patient relationship.
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