Application of comprehensive geriatric assessment in the teaching of doctor-patient communication

Abstract

Objective To evaluate the application effect of comprehensive geriatric assessment in the teaching of doctor-patient communication. Methods Totally 187 clinical medical students of Grade 2013 Nanjing Medical University who were interned in the Second Affiliated Hospital of Nanjing Medical University from July 2017 to June 2018 were selected as subjects. The students were randomly divided into experimental group and the control group by simple random sampling methods. The experimental group joined in the comprehensive geriatric evaluation for the teaching of doctor-patient communication, while the control group was given traditional teaching. Before and after the internship, the communication abilities of the two groups of students were assessed. Results The evaluation results of doctor-patient communication ability from teachers showed that the experimental group had significantly higher scores in establishing the doctor-patient relationship [3(3, 4) vs 2(1, 3)], gathering information [4(4, 4) vs 2(1, 3)], giving information [4(3, 4) vs 2(1, 3)], undersanding patients [3(3, 4) vs 2(2, 3)] , and ending inquiry ability [3(3, 4) vs 2(2, 3)] before the training, and had significantly higher scores than those [3(2, 4), 2(2, 3), 3(2, 4), 3(2, 3), 3(2, 3)] in the control group (all P<0.01). Patients or accompanying staff assessed that students in the experimental group had significantly higher scores in respect [4(4, 4) vs 4(3, 4)], inspiration interest [4(3, 4) vs 3(3, 4)], encouragement of questioning [4(3, 4) vs 4(3, 4)], easy-to-understand language [4(3, 4) vs 3(3, 4)] and total scores [22(21, 23) vs 21(19, 23)] than those in the control group(all P<0.01). Students self-evaluation showed that medical students in the experimental group had significantly higher scores in information transmission [4(3, 4) vs 3(2, 3)], emotional communication [4(3, 4) vs 3(3, 4)] and total score [14(14, 15) vs 14(13, 14)] than those in the control group (all P<0.01). Conclusions The application of comprehensive geriatric assessment could improve students' ability of doctor-patient communication and provide new ideas for optimizing the teaching reform of doctor-patient communication. Key words: Comprehensive geriatric assessment; Medical student; Doctor-patient communication

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