The Development of an Instructional Model Based on the Theory of Goal Attainment to Improve Communication Skills for Continuing Education
Bibliographic record
Abstract
This study investigates the factors influencing the development of communication skills among students at The People's Hospital of Guangxi Zhuang Autonomous Region. Recognizing the pivotal role of effective communication in healthcare, the research aims to identify key elements, such as the learning process, environment, teachers, and students, that significantly impact the acquisition of communication skills in a medical education context. The sample group was 30 students from The People's Hospital of Guangxi Zhuang Autonomous Region. The research was conducted in three steps: studying the factors that affect the development of communication skills, developing the instructional model, and the experimental and improvement process. The research instruments were a questionnaire about factors that affect the development of communication skills, an interview form about factors that affect the development of students' communication skills, lesson plans, an observation form about student behavior, an interview form about opinions on teaching, and a communication skills scale. Findings revealed: 1) Principal factors influencing communication skills development include the learning process, environment, teachers, and students, respectively; 2) An instructional model grounded in the Theory of Goal Attainment materialized, comprising four core components: a) principles, b) objectives, c) learning process, and d) results; and 3) Post-implementation of the instructional model based on the Theory of Goal Attainment, students exhibited higher communication skill scores compared to pre-experimental levels, attaining statistical significance at the 0.05 level.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.005 | 0.011 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.002 | 0.001 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.002 | 0.002 |
| Open science | 0.001 | 0.001 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".