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Knut Aspegren

Publications and source records attributed to Knut Aspegren.

13 recordsLinked to original sources
PubMed2006

[Effect of 13 hours of medical interview training in undergraduate medical education].

The effect of a preparartory course in the medical interview ("taking history") followed by four months of practice was studied by comparison of a sample of trained students with a large group of untrained students, using the ACIRS rating scale. The course was 13 hours, spread out over one month. Training methods were 2 demonstrations and 3 videorecordings of interviews with simulated patients followed by feedback. Untrained students had severe gaps in important professional communication skills. About half of the trained students filled in these gaps as a result of the training. It is concluded that a short preparatory course followed by clinical experience is not enough to secure necessary interviewing skills in most medical students.

Clinical Competence↗
PubMed2005

[Communication skills training for medical students: from the simple to the complex].

Communication skills training at the Medical School of Copenhagen University aims to teach students basic skills in both interviewing and giving information. The article describes a method whereby the students follow a general communication skills model for giving information. The training is conducted with simulated patients (actors). It begins with providing information about simple diagnostic or operative procedures and routine tests. These skills are also practiced in clinical courses on real patients, under supervision. Later on, the students are trained in breaking bad news, but with simulated patients only.

Clinical Competence↗
PubMed2005

Which basic communication skills in medicine are learnt spontaneously and which need to be taught and trained?

Students in the last semester of medical school and experienced junior doctors with no or little training in communication skills were observed while interviewing or informing simulated patients. There was a remarkable similarity in behaviour between the two categories. Communication skills characteristic of common social conversation were learnt spontaneously, while important professional basic communication skills were not learnt despite 10 or more years of clinical work. These discrepancies and subsequent gaps should be the focus of future training courses at both pre- and postgraduate level.

Communication↗
PubMed2003

[The interactive lecture. A simple form of student-activating learning].

INTRODUCTION: Activation of students in lectures to enhance learning by means of questions to be answered in buzz groups has been described in pedagogic handbooks and articles. We tried the concept in three lectures in biochemistry in order to evaluate use of time, training requirements of the lecturer, and method acceptance by students. MATERIAL AND METHODS: The experiment was carried out with a group of 87 medical students from a 4th semester course in biochemistry. Evaluation was made by direct observation and analysis of quantitative and qualitative data from a student questionnaire. RESULTS: Buzz groups and questions took less time than anticipated and not more than ten minutes of the lecture time. The lecturer needed supervision from a colleague to function well. Acceptance of the procedure was high among the students. Qualitative data indicate that students used more time for self-studies and moved towards deep learning. DISCUSSION: We conclude that interactive lecture could be implemented without major problems in lecture based educational programmes and that it is useful for the learning of the students.

Biochemistry↗
PubMed2003

[Learning clinical skills].

INTRODUCTION: The purpose of this study was to analyse the learning environment of medical students in a medical ward and on the basis of this study to make specific suggestions as to how the students' clinical stay in a ward can be optimized. These suggestions were implemented and the effect evaluated. MATERIAL AND METHODS: This is a qualitative study. Through observations and interviews with students and staff in the ward the learning environment was analysed. After that an evaluation of the implemented project was carried out in a questionnaire to the ward and in interviews with the persons involved in the project. RESULTS: The result of the study concerning analysis and improvement of the students' stay can briefly be summarized as follows: The students' position in the unit can be characterized as that of an observer rather than as an active working participant in the ward. With this there is a risk that the medical student's trainee stay in a ward will turn into a "work-experience placement", the primary purpose of which will be for the medical student just to dip into the profession. This has consequences for the students' learning process in securing that the students acquire the necessary practical qualifications and acquire essential personal qualifications, such as self-dependence and abilities in decision-making and working under pressure. DISCUSSION: The study shows that doctors and students agree on the aim of the students' trainee stay: To involve the students in a working partnership in order to obtain the best learning experience. The study concludes that it is difficult to change well-established routines despite good intentions of all parties involved. Therefore, the study rises the question on how new routines are established in the educational culture of medicine.

Clinical Competence↗
PubMedDate not supplied

Long term benefits of communication skills training for cancer doctors.

OBJECTIVE: To assess satisfaction and learning accomplishments after communication skills training courses for cancer doctors in the Nordic countries. METHOD: 155 physicians from the five Nordic countries participated in a communication skills training course. Questionnaires were completed at baseline, at course completion and at follow-up after 2 to 6 years. RESULTS: 94% of the physicians indicated satisfaction with the course. Physicians who had participated in the whole course (as opposed to those who had participated only in parts of the course) and physicians from Denmark and Sweden were most satisfied with the course. Whereas physicians at baseline most frequently reported a need to learn specific aspects of communication, often with emphasis on psychiatric problems, at follow-up they most typically reported that they had learnt basic communication skills (i.e. to listen and to pose open-ended questions). The majority of the physicians reported at follow-up that they applied the learnt skills to patient-related work, in relation to colleagues and on a personal level. CONCLUSION: Communication skills courses for senior clinicians with no previous formal training in this field should emphasise basic communication skills as well as the handling of difficult situations in doctor-patient interaction.

Adult↗