Abstract
Aim. To improve the effectiveness of the formation of communication skills in medical students by means of situated and simulation-based learning education.Material and methods. A survey of patients was conducted in order to identify the main problems of communication with doctors. Physician's behavior in situations of interaction with patients was studied. A teaching methodology for the formation of communication skills of future doctors, built on situated and simulation-based learning technologies, was developed and tested.Results. The efficiency of situated and simulation-based learning education in forming the doctor's communication skills is substantiated, using the cases with participation of patient-actors. The content and process block includes cases developed taking into account the variability of the main psychological characteristics of patients; assessment criteria in the form of assessment checklists, including a curator's list, an actor's assessment list, an expert's assessment list; guidelines for patient-actors. The basic characteristics for simulation center management are given: briefing rooms, workplaces for experts equipped with video and audio equipment, hospital ward simulations or an examination room equipped with video cameras for expert assessment.Conclusion. The introduction of situated and simulation-based learning education in specially created conditions increases the effectiveness of the formation of communication skills in students. The conducted analysis of academic performance showed an increase by 40%, compared with the standard practical classes with elements of roleplaying situations by students in pairs.
Published Version
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