首先,寄簡訊請顧客填寫問卷,然後再讓客戶註冊Line帳號,基本上是一種釣魚手段,企圖取得客戶實名,綁定服務,也無法得到真誠的匿名回覆,問卷沒什麼信效度可言,除非很喜歡自欺欺人啦。中和一堆眼科,你開在街頭,巷尾就是大愛,護理師的服務態度很好,加分有限,最後還是以醫師的診療過程體驗為準,建議醫師間多互相交流,如何維繫好醫病關係的人際溝通方式。我在大學教書,醫學系哪些課程教與學難免有人摸魚,大致也清楚,以下是比較嚴肅的建議,也附上英文版,隨便參考:近年國內大學開設的臨床溝通技巧課程,教學方法陳舊,成果並無有效性檢測,甚至要求學生分組做報告,以錄影形式呈現,草率給分,缺乏實務訓練,導致臨床診療時無法完成有品質、人性化、符合醫療倫理原則的溝通。醫療臨床溝通不僅包含癌末或臨終關懷,其醫療倫理精神也體現在日常看診上,由於權威式教育下家長主義盛行,投射臨床現場的醫病關係下易淪為沒有溫度的機械式看診,也使醫師專業性與人性表現有著內在矛盾與衝突,長久下來可能會造成心理問題。醫學臨床溝通技巧不是紙上談兵,而是作為一種雙向互為主體可做量化及質化心理評估的溝通過程。建議積極培訓增益相關技能。English version:In recent years, clinical communication courses offered by domestic universities have often relied on outdated instructional methodologies, lacking effective mechanisms to evaluate learning outcomes. Assignments frequently require student group presentations submitted via video recordings, which are then graded in a perfunctory manner. This lack of practical training leaves students ill-prepared to deliver high-quality, compassionate, and ethically sound communication in clinical settings.
Clinical communication extends beyond palliative and end-of-life care; its foundational medical ethics apply equally to routine daily consultations. However, the prevalence of paternalism stemming from authoritative education often translates into cold, mechanical interactions in clinical practice. This disconnect creates an internal conflict between a physician’s professional role and their human empathy, potentially leading to psychological strain over time.
Clinical communication in medicine should not be treated merely as a theoretical exercise; rather, it is a bidirectional, intersubjective process that can be evaluated through both quantitative and qualitative psychological metrics. To address these challenges, proactive training to enhance these skills is highly recommended.