医療職教育機関における模擬患者を含むコミュニケーション教育 : 平成16年度の教育実践から

The purpose of this study was to explain the effect of a series of lessons in“Communication skills training in medicine", including role-playing exercise with simulated patients, on 135 students in School of Health Sciences.The questionnaire survey on the evaluation of the lesson was conducted after the lesson,and 70 of the 135 students were valid respondents. The results of this study indicated that 1) the students had the difficulty of communicating with simulated patients and the importance of communication in medicine,and that 2) this lesson including role-playing exercise with simulated patients was useful and necessary for the medical college students.From these results, we considered three educational themes. The first one was to offer much information of medical situation to the students who had no clinical experiences.The second was to increase so much time that students can experience the role-playing exercise with simulated patients. The third was to use the group-discussion to share the experiential learning such as a role-playing exercise with simulated patients

The Communication Skills Training including Role-playing Exercise with Simulated Patients for Students in School of Health Sciences : From Educational Practice in 2004

The purpose of this study was to explain the effect of a series of lessons in“Communication skills training in medicine\u22, including role-playing exercise with simulated patients, on 135 students in School of Health Sciences.The questionnaire survey on the evaluation of the lesson was conducted after the lesson,and 70 of the 135 students were valid respondents. The results of this study indicated that 1) the students had the difficulty of communicating with simulated patients and the importance of communication in medicine,and that 2) this lesson including role-playing exercise with simulated patients was useful and necessary for the medical college students.From these results, we considered three educational themes. The first one was to offer much information of medical situation to the students who had no clinical experiences.The second was to increase so much time that students can experience the role-playing exercise with simulated patients. The third was to use the group-discussion to share the experiential learning such as a role-playing exercise with simulated patients