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  • 标题:Small-Group Standardized Patient Encounter Improves Athletic Training Students' Psychosocial Intervention and Referral Skills
  • 本地全文:下载
  • 作者:Walker, Stacy E. ; Weidner, Thomas G. ; Thrasher, Ashley B.
  • 期刊名称:Athletic Training Education Journal
  • 电子版ISSN:1947-380X
  • 出版年度:2016
  • 卷号:11
  • 期号:1
  • 页码:38-44
  • DOI:10.4085/110138
  • 出版社:National Athletic Trainers Association
  • 摘要:Context: Athletic trainers provide psychological support, counseling, intervention, and referral to patients during clinical practice. However, students are rarely exposed to real-life opportunities to develop these skills. Objective: To determine if a small-group standardized patient (SP) encounter improved athletic training students' interpersonal communication, psychosocial intervention, and referral skills. Design: Cohort. Setting: One Midwestern university. Patients or Other Participants: Thirty-nine (14 male, 25 female; age = 22 ± 1.0 years) senior athletic training students. Intervention(s): The experimental group (n = 20) engaged in a small-group SP encounter to teach interpersonal communication, psychosocial intervention, and referral skills, in addition to normally scheduled classes and clinical education. The control group (n = 19) engaged only in routine classroom and clinical education. Both groups participated in an individual SP encounter to assess skills. Main Outcome Measure(s): A 19-item dichotomous checklist (yes/no) assessed participants on their interpersonal communication, psychosocial intervention, and referral skills (eg, listened with interest, asked about eating habits and menstrual period) during the individual SP encounter. A Fisher exact test evaluated differences between the experimental and control group scores for each checklist item. Mann-Whitney U tests were used to compare combined checklist scores between the experimental and control groups. A Bonferroni correction was performed to control for multiple comparisons. Results: The experimental group experienced a significant increase in psychosocial intervention and referral skills (U = 77.5, P = 0.001), but there was no difference between the 2 groups on interpersonal communication skills (U = 138, P = .149). Participants in the experimental group asked the SP about coping strategies for stress more often than the control group (Fisher exact test P < .001). Conclusions: A small-group SP encounter improved the participants' psychosocial intervention and referral skills but not their interpersonal communication skills. These results suggest a small-group SP encounter can provide learning experiences to better prepare athletic training students for clinical practice.
  • 关键词:Educational intervention ; learning outcomes ; engagement
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