Action Research on Applying Compound Stimulus Approach to Improve Empathetic Communication: The Case of Physical Therapy Students

(1) Background: Empathetic communicative skills are the first step in establishing a good therapeutic relationship. The purpose of this study is to understand the effectiveness of improving the empathetic communicative skills applied to obtain accurate and precise information from patients via compo...

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Vydáno v:Healthcare (Basel) Ročník 11; číslo 4; s. 553
Hlavní autoři: Chu, Yu-Hsiu, Lee, Shin-Yi, Li, Yao-Chuen, Chen, Shu-Ya, Ma, Wei-Fen
Médium: Journal Article
Jazyk:angličtina
Vydáno: Switzerland MDPI AG 13.02.2023
MDPI
Témata:
Beliefs, opinions and attitudes
Communication
Communication in medicine
Education
Empathy
Internships
Medical students
Patient satisfaction
Physical therapists
Physical therapy
Professionals
Reflective teaching
Simulation
Study and teaching
Therapeutics, Physiological
Values
Taiwan
drama in education
empathy
compound stimulus
physical therapy
communication
ISSN:2227-9032, 2227-9032
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Shrnutí:(1) Background: Empathetic communicative skills are the first step in establishing a good therapeutic relationship. The purpose of this study is to understand the effectiveness of improving the empathetic communicative skills applied to obtain accurate and precise information from patients via compound stimulus-drama in education. (2) Methods: A cross-sectional, one-group, pre- and post-test design was used for this study. In the two-day workshop, four clinical physiotherapists acted as tutors for the “Compound Stimulus-Drama in Education” module and assessed students’ performances. The Standard Patient Rating Scale (SPRS), Objective Structured Clinical Examination Scale (OSCES), Professional and Communication Self-Assessment Scale (PCSS), Patients’ Information (PI), and the Jefferson Scale of Empathy (JSE) were used to assess the students’ empathy scores and communication skills, before and after the course. (3) Results: Fifty-seven students participated in this study. The results showed that there were significant improvements in the SPRS, OSCES, PCSS, PI, and JSE (p < 0.05). Both the quantitative data and the participants’ reflection feedback suggest that this novel module was more helpful than traditional clinical practice courses for improving clinical empathy communication skills. (4) Conclusions: This study provided an innovative teaching model and assessment tools for learning clinic empathetic communicative skills in future education training.
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ISSN:2227-9032
2227-9032
DOI:10.3390/healthcare11040553