Objective: To investigate the application on scenario simulation combined case teaching method of the doctor-patient communication skills in orthodontic graduate students. Methods: The orthodontic graduate students were trained with doctor-patient communication skills. All residents were randomly divided into control group (N=20) and the experimental group (N=20). The control group used the traditional lecture-style teaching methods. The experimental group used scenario simulation teaching combined case teaching method. To apply the Chinese Version of Liverpool Communication Skills Assessment Scale (LCSAS) to evaluate the communication skills of residents, compare the differences between the two groups in front of their own training and post-training, as well as the differences in the two groups after training. Assessing the degree of satisfaction of patients and compare the results; and to investigate the extent of recognition of residency scenario simulation teaching and case teaching method in teaching doctor-patient communication skills training in residency applications. Results: Comparing of experimental group and control group scores after the different training methods, experimental group scored significantly higher than control group (27.26 ± 3.75 vs 12.81 ± 5.18), and the difference was statistically significant (P<0.01). Patient satisfaction survey results showed that, in terms of the clear and complete condition explained by the doctor, the difference between the two groups was not statistically significant (P >0.05); in the language of physicians kind, showing compassion, the patient can be respected and integrated communication capabilities, the experimental group was significantly higher than control group scores, and the difference was statistically significant (P <0.05); Survey showed that 100% of the residents acknowledged the scenario simulation combined case teaching method, and which can improved doctor-patient communication skills. 95% of orthodontic graduate students believed that this teaching method can deepen the mastery of theoretical knowledge and improve the learning ability and thinking ability. Conclusions: Scenario simulation combined case teaching method could improve the doctor-patient communication skills of orthodontic graduate students, and also reduce the risk of medical disputes.
| Published in | Higher Education Research (Volume 8, Issue 6) |
| DOI | 10.11648/j.her.20230806.15 |
| Page(s) | 242-246 |
| Creative Commons |
This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited. |
| Copyright |
Copyright © The Author(s), 2024. Published by Science Publishing Group |
Orthodontic, Graduate Students, Doctor-Patients Communication, Scenario Simulation Teaching, Case Teaching
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APA Style
Lin-na, W., Wei-wei, C., Li-hua, H., Chun-yan, L., Wen-sheng, M., et al. (2023). Application of Scenario Simulation Combined Case Teaching Method in the Improvement of Doctor-Patient Communication Ability of Orthodontic Graduate Students. Higher Education Research, 8(6), 242-246. https://doi.org/10.11648/j.her.20230806.15
ACS Style
Lin-na, W.; Wei-wei, C.; Li-hua, H.; Chun-yan, L.; Wen-sheng, M., et al. Application of Scenario Simulation Combined Case Teaching Method in the Improvement of Doctor-Patient Communication Ability of Orthodontic Graduate Students. High. Educ. Res. 2023, 8(6), 242-246. doi: 10.11648/j.her.20230806.15
AMA Style
Lin-na W, Wei-wei C, Li-hua H, Chun-yan L, Wen-sheng M, et al. Application of Scenario Simulation Combined Case Teaching Method in the Improvement of Doctor-Patient Communication Ability of Orthodontic Graduate Students. High Educ Res. 2023;8(6):242-246. doi: 10.11648/j.her.20230806.15
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author = {Wang Lin-na and Chang Wei-wei and Hu Li-hua and Liu Chun-yan and Ma Wen-sheng and Liu Ye and Zhu De-chao and Liu Yang and Ge Xiao-lei and Hou Yan},
title = {Application of Scenario Simulation Combined Case Teaching Method in the Improvement of Doctor-Patient Communication Ability of Orthodontic Graduate Students},
journal = {Higher Education Research},
volume = {8},
number = {6},
pages = {242-246},
doi = {10.11648/j.her.20230806.15},
url = {https://doi.org/10.11648/j.her.20230806.15},
eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.her.20230806.15},
abstract = {Objective: To investigate the application on scenario simulation combined case teaching method of the doctor-patient communication skills in orthodontic graduate students. Methods: The orthodontic graduate students were trained with doctor-patient communication skills. All residents were randomly divided into control group (N=20) and the experimental group (N=20). The control group used the traditional lecture-style teaching methods. The experimental group used scenario simulation teaching combined case teaching method. To apply the Chinese Version of Liverpool Communication Skills Assessment Scale (LCSAS) to evaluate the communication skills of residents, compare the differences between the two groups in front of their own training and post-training, as well as the differences in the two groups after training. Assessing the degree of satisfaction of patients and compare the results; and to investigate the extent of recognition of residency scenario simulation teaching and case teaching method in teaching doctor-patient communication skills training in residency applications. Results: Comparing of experimental group and control group scores after the different training methods, experimental group scored significantly higher than control group (27.26 ± 3.75 vs 12.81 ± 5.18), and the difference was statistically significant (P0.05); in the language of physicians kind, showing compassion, the patient can be respected and integrated communication capabilities, the experimental group was significantly higher than control group scores, and the difference was statistically significant (P Conclusions: Scenario simulation combined case teaching method could improve the doctor-patient communication skills of orthodontic graduate students, and also reduce the risk of medical disputes.
},
year = {2023}
}
TY - JOUR T1 - Application of Scenario Simulation Combined Case Teaching Method in the Improvement of Doctor-Patient Communication Ability of Orthodontic Graduate Students AU - Wang Lin-na AU - Chang Wei-wei AU - Hu Li-hua AU - Liu Chun-yan AU - Ma Wen-sheng AU - Liu Ye AU - Zhu De-chao AU - Liu Yang AU - Ge Xiao-lei AU - Hou Yan Y1 - 2023/12/06 PY - 2023 N1 - https://doi.org/10.11648/j.her.20230806.15 DO - 10.11648/j.her.20230806.15 T2 - Higher Education Research JF - Higher Education Research JO - Higher Education Research SP - 242 EP - 246 PB - Science Publishing Group SN - 2578-935X UR - https://doi.org/10.11648/j.her.20230806.15 AB - Objective: To investigate the application on scenario simulation combined case teaching method of the doctor-patient communication skills in orthodontic graduate students. Methods: The orthodontic graduate students were trained with doctor-patient communication skills. All residents were randomly divided into control group (N=20) and the experimental group (N=20). The control group used the traditional lecture-style teaching methods. The experimental group used scenario simulation teaching combined case teaching method. To apply the Chinese Version of Liverpool Communication Skills Assessment Scale (LCSAS) to evaluate the communication skills of residents, compare the differences between the two groups in front of their own training and post-training, as well as the differences in the two groups after training. Assessing the degree of satisfaction of patients and compare the results; and to investigate the extent of recognition of residency scenario simulation teaching and case teaching method in teaching doctor-patient communication skills training in residency applications. Results: Comparing of experimental group and control group scores after the different training methods, experimental group scored significantly higher than control group (27.26 ± 3.75 vs 12.81 ± 5.18), and the difference was statistically significant (P0.05); in the language of physicians kind, showing compassion, the patient can be respected and integrated communication capabilities, the experimental group was significantly higher than control group scores, and the difference was statistically significant (P Conclusions: Scenario simulation combined case teaching method could improve the doctor-patient communication skills of orthodontic graduate students, and also reduce the risk of medical disputes. VL - 8 IS - 6 ER -
Hebei Clinical Research Center for Oral Diseases, Hebei Key Laboratory of Stomatology, Department of Orthodontics, School and Hospital of Stomatology, Hebei Medical University, Shijiazhuang, China
Hebei Clinical Research Center for Oral Diseases, Hebei Key Laboratory of Stomatology, Department of Orthodontics, School and Hospital of Stomatology, Hebei Medical University, Shijiazhuang, China
Hebei Clinical Research Center for Oral Diseases, Hebei Key Laboratory of Stomatology, Department of Orthodontics, School and Hospital of Stomatology, Hebei Medical University, Shijiazhuang, China
Hebei Clinical Research Center for Oral Diseases, Hebei Key Laboratory of Stomatology, Department of Orthodontics, School and Hospital of Stomatology, Hebei Medical University, Shijiazhuang, China
Hebei Clinical Research Center for Oral Diseases, Hebei Key Laboratory of Stomatology, Department of Orthodontics, School and Hospital of Stomatology, Hebei Medical University, Shijiazhuang, China
Hebei Clinical Research Center for Oral Diseases, Hebei Key Laboratory of Stomatology, Department of Orthodontics, School and Hospital of Stomatology, Hebei Medical University, Shijiazhuang, China
Hebei Clinical Research Center for Oral Diseases, Hebei Key Laboratory of Stomatology, Department of Orthodontics, School and Hospital of Stomatology, Hebei Medical University, Shijiazhuang, China
Hebei Clinical Research Center for Oral Diseases, Hebei Key Laboratory of Stomatology, Department of Orthodontics, School and Hospital of Stomatology, Hebei Medical University, Shijiazhuang, China
Hebei Clinical Research Center for Oral Diseases, Hebei Key Laboratory of Stomatology, Department of Orthodontics, School and Hospital of Stomatology, Hebei Medical University, Shijiazhuang, China
Hebei Clinical Research Center for Oral Diseases, Hebei Key Laboratory of Stomatology, Department of Orthodontics, School and Hospital of Stomatology, Hebei Medical University, Shijiazhuang, China
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