運用模擬病人／個案於自殺衡鑑晤談之教學訓練

Use of Simulated Patients/Clients in Suicide Assessment Interview Training

10.30074/FJMH.201406_27(2).0005

劉彥君(Yen-Chun Liu)；陳畹蘭(Wan-Lan Chen)

專業核心能力訓練 ； 情境學習 ； 模擬病人 ； 模擬個案 ； 自殺衡鑑晤談 ； competency-based training ； situated learning ； simulated patients ； simulated clients ； suicide assessment interview

中華心理衛生學刊

27卷2期（2014 / 06 / 01）

283 - 313

繁體中文

研究目的：針對實務工作的新手（研究所學生），比較模擬病人／個案（SP／Cs）教學組及一般教學組在自殺衡鑑晤談訓練中的教學成效，驗證不同的教學方式是否在培養自殺衡鑑實務能力的成效上有所差異。研究方法：23位來自不同學校臨床或諮商心理系所碩士班一年級研究生（男性5人，女性18人，平均年齡24歲），參與自殺衡鑑晤談訓練工作坊，隨機分派至上述兩種不同教學組，並於工作坊前後接受實務能力評估，其評估內容包含與模擬病人／個案互動的自殺衡鑑晤談技巧測驗及自殺風險評估的紙筆測驗。研究結果：兩組學生的自殺衡鑑晤談整體表現於訓練後皆有進步，但後測的整體分數上沒有顯著的組間差異；然在通過／未通過（通過分數為70分）的人數比較上，SP／Cs組顯著多於一般教學組，並在後測的溝通技巧和專業關係表現上，明顯高於一般教學組。另外，兩組在紙筆測驗站的後測表現，沒有顯著的組間差異。研究結論：本研究的結果驗證不同面向的專業能力培養，應有不同的教學及訓練方法來獲得較佳的訓練成效。情境學習的教學模式，的確較能加強臨床與諮商心理學中強調溝通、人際互動技巧的專業核心能力。

Purpose: The goal of this study is to compare the effectiveness of the Simulated Patients/Clients training (SP/CsT) and Regular training (RT) methods for teaching suicide assessment interviews to novices in clinical and counseling psychology. The efficiency of the different training methods in fostering suicide assessment interview competence is also assessed. Methods: Twenty three first-year graduate students whose average age is 24 (5 males and 18 females), majoring in clinical or counseling psychology participated in a suicide assessment interview-training workshop. Students were randomly assigned to the SP/CsT or RT group. All students received pre- and post-training evaluations of their level of competency. The evaluations included a live interview examination with a simulated patient/ client and an easy written exam of suicide risk assessment. Results: After the workshop, the global performance scores of the SP/CsT and RT groups in the suicide assessment interviews significantly improved, but there was no difference between the two groups. However, the number of students who passed the post-training interview test (cutoff score of 70) in the SP/CsT group was statistically greater than in the RT group. Additionally, the post-training performance of the SP/CsT group on communication skills and relation-building skills was statistically better than the RT group. However, there was no improvement on the written exam score after training for either group. Conclusions: The results support that the two training methods differ in efficacy on achieving the training outcomes of professional knowledge, skills, and attitudes in a particular competency area, and that situated learning (SP/CsT) is more effective than the regular method in training student's communication and relation-building skills.

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