Multi-modal teaching for enhancing doctor-patient communication skills and empathy of undergraduate medical students

Zhang Yanli; Lei Ziying; Rao Jialing; Lu Lijuan; Luo Jinni; Ba Junhui; Chen Xiaoping; Tu Liudan

doi:10.3760/cma.j.cn116021-20260403-02325

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Multi-modal teaching for enhancing doctor-patient communication skills and empathy of undergraduate medical students

更新时间：2026-07-10

- Multi-modal teaching for enhancing doctor-patient communication skills and empathy of undergraduate medical students
- Chinese Journal of Medical Education Research Pages: 1-5(2026)
- 作者机构：
  
  1.中山大学附属第三医院风湿免疫科，广州 510630
  2.广东省免疫疾病临床研究中心，广州 510630
  3.中山大学附属第三医院感染性疾病科，广州 510630
  4.中山大学附属第三医院肾脏内科，广州 510630
  5.中山大学附属第三医院肿瘤内科，广州 510630
  6.中山大学附属第三医院消化内科，广州 510630
  7.中山大学附属第三医院内科ICU，广州 510630
  8.中山大学附属第三医院内科教研室，广州 510630
- 作者简介：
  
  Tu Liudan, Email: tuliudan3@mail.sysu.edu.cn
- 基金信息：
  
  2024 Sun Yat-sen University Project for Teaching Quality and Teaching Reform
- DOI：10.3760/cma.j.cn116021-20260403-02325
  CLC： R-0;R-4;R44
- Received：03 April 2026，
  
  Online First：10 July 2026，
- 稿件说明：
移动端阅览
Zhang Yanli, Lei Ziying, Rao Jialing, et al. Multi-modal teaching for enhancing doctor-patient communication skills and empathy of undergraduate medical students[J/OL]. Chinese Journal of Medical Education Research, 2026, 1-5.
DOI：

Zhang Yanli, Lei Ziying, Rao Jialing, et al. Multi-modal teaching for enhancing doctor-patient communication skills and empathy of undergraduate medical students[J/OL]. Chinese Journal of Medical Education Research, 2026, 1-5. DOI： 10.3760/cma.j.cn116021-20260403-02325.

摘要

目的

探索多模式医患沟通培训对本科医学生医患沟通能力及共情能力的作用和效果。

方法

选取2025年在中山大学附属第三医院进行诊断见习的85名临床医学本科生作为研究对象，按见习小组采用整群随机法分为对照组和试验组。对照组采用传统教学方法，试验组采用包括医疗影视剧观摩、模拟训练及角色扮演、巴林特小组讨论等在内的多模式教学进行训练。教学前后采用杰弗逊共情量表评估医学生共情能力，采用利物浦医生沟通能力评价量表进行医患沟通能力综合测评。采用Stata 18.0进行配对

检验和Wilcoxon符号秩和检验。

结果

经培训后，试验组医学生共情能力总分高于对照组，尤其在观点采择（62.17±3.75 vs. 59.73±5.65，

=2.08，

0.037）和情感关怀（51.27±2.63 vs. 48.82±3.64，

=3.27，

0.001）维度上，差异具有统计学意义。利物浦医生沟通能力评价量表评分中，试验组在沟通技巧（12.24±1.49 vs. 10.68±1.64，

=4.58，

0.001）和沟通礼仪（14.58±1.70 vs. 13.56±1.67，

=2.77，

=0.007）维度均优于对照组，差异具有统计学意义。

结论

在医学本科生培养过程中，融入多模式医患沟通培训，可显著提高医学生的共情能力和医患沟通能力。

Abstract

Objective

To explore the role and effectiveness of multi-modal doctor-patient communication training on doctor-patient communication skills and empathy of undergraduate medical students.

Methods

A total of 85 undergraduate c

linical medical students who underwent diagnostics clerkship at the Third Affiliated Hospital of Sun Yat-sen University in 2025 were included. Students were assigned to a control group and an experimental group by cluster randomization based on clerkship groups. The control group received traditional teaching methods

while the experimental group received multi-modal teaching including medical drama observation

simulation training and role-playing

and Balint group discussion. Before and after teaching

the Jefferson Scale of Empathy was used to evaluate the empathy of medical students

and the Liverpool Communication Skills Assessment Scale was used to comprehensively evaluate doctor-patient communication skills. Paired

-test and Wilcoxon signed-rank test were performed using Stata 18.0.

Results

After training

the total empathy score of the experimental group was higher than that of the control group

and significant differences were observed in the dimensions of perspective taking (62.17±3.75 vs. 59.73±5.65

=2.08

=0.037) and compassionate care (51.27±2.63 vs. 48.82±3.64

=3.27

0.001). Based on the Liverpool Communication Skills Assessment Scale scores

the experimental group outperformed the control group in the dimensions of communication skills (12.24±1.49 vs. 10.68±1.64

=4.58

0.001) and communication etiquette (14.58±1.70 vs. 13.56±1.67

=2.77

=0.007)

and the differences were statistically significant.

Conclusions

In the process of medical undergraduate education

integrating multi-modal doctor-patient communication training can significantly improve the empathy and doctor-patient communication skills of medical students.

关键词

Keywords

references

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