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Purpose <p>This study aims to develop and implement a situational simulation teaching model based on the AIDET communication framework (SST-AIDET) for oncology residents and evaluate its effectiveness in enhancing communication skills.</p> Methods <p>A total of 117 third-year postgraduate residents at Sun Yat-sen University Cancer Center (SYSUCC) were randomly assigned to either a control group (<i>n</i> = 63) receiving traditional teacher-centered instruction or an intervention group (<i>n</i> = 54) undergoing SST-AIDET training. The intervention included theoretical instruction, simulation-based teaching, and discussion sessions. Communication skills were assessed through an Objective Structured Clinical Examination (OSCE), using the SEGUE Framework, the Chinese Physician–Patient Communication Assessment Scale (CPPC-AS), and the Consultation and Relational Empathy (CARE) measure.</p> Results <p>The intervention group achieved significantly higher median scores in the SEGUE Framework (22 vs. 18, <i>P</i> &lt; 0.001), CPPC-AS (with superior task, performance, and total scores, all <i>P</i> &lt; 0.001), and CARE measure (45 vs. 43, <i>P</i> &lt; 0.001) compared to the control group. A greater proportion of residents in the intervention group attained “excellent” scores in SEGUE and CARE assessments.</p> Conclusions <p>The SST-AIDET teaching model significantly enhances communication skills among oncology residents and may improve standardized patient satisfaction, which is worth actively promoting in clinical teaching work.</p>

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Effect of situational simulation teaching combined with the AIDET framework on communication skills training for oncology residents

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年5月28日

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  • Yao Liang,
  • Zhuo Wei Liu,
  • Hai Bo Qiu,
  • Jian Hong Peng,
  • Yong Hong Li,
  • Tang Li,
  • Wan Huang,
  • Wan Fei Xie,
  • Hui Yan Luo,
  • Ming Kuang

摘要

Purpose

This study aims to develop and implement a situational simulation teaching model based on the AIDET communication framework (SST-AIDET) for oncology residents and evaluate its effectiveness in enhancing communication skills.

Methods

A total of 117 third-year postgraduate residents at Sun Yat-sen University Cancer Center (SYSUCC) were randomly assigned to either a control group (n = 63) receiving traditional teacher-centered instruction or an intervention group (n = 54) undergoing SST-AIDET training. The intervention included theoretical instruction, simulation-based teaching, and discussion sessions. Communication skills were assessed through an Objective Structured Clinical Examination (OSCE), using the SEGUE Framework, the Chinese Physician–Patient Communication Assessment Scale (CPPC-AS), and the Consultation and Relational Empathy (CARE) measure.

Results

The intervention group achieved significantly higher median scores in the SEGUE Framework (22 vs. 18, P < 0.001), CPPC-AS (with superior task, performance, and total scores, all P < 0.001), and CARE measure (45 vs. 43, P < 0.001) compared to the control group. A greater proportion of residents in the intervention group attained “excellent” scores in SEGUE and CARE assessments.

Conclusions

The SST-AIDET teaching model significantly enhances communication skills among oncology residents and may improve standardized patient satisfaction, which is worth actively promoting in clinical teaching work.