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ORIGINAL RESEARCH

Usefulness of a short training seminar on how to handle difficult patients in simulated education

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Pages 483-491 | Published online: 10 Jul 2019

Figures & data

Table 1 Pre-seminar questionnaire items

Table 2 Post-seminar questionnaire items

Table 3 Outcomes: confidence in ability to handle difficult patients and learning motivation to handle difficult patients

Figure 1 Pre- and post-seminar mean self-assessment scores on confidence in ability to handle difficult patients are shown. The mean score on “confidence in ability to handle difficult patients” increased from 3.1±1.6 before the seminar to 4.0±1.5 after the seminar (p<0.01).

Figure 1 Pre- and post-seminar mean self-assessment scores on confidence in ability to handle difficult patients are shown. The mean score on “confidence in ability to handle difficult patients” increased from 3.1±1.6 before the seminar to 4.0±1.5 after the seminar (p<0.01).

Figure 2 Pre- and post-seminar mean self-assessment scores on learning motivation to handle difficult patients are shown. The mean score on “learning motivation to handle difficult patients” increased from 5.3±1.8 before the seminar to 5.8±1.5 after the seminar (p<0.01).

Figure 2 Pre- and post-seminar mean self-assessment scores on learning motivation to handle difficult patients are shown. The mean score on “learning motivation to handle difficult patients” increased from 5.3±1.8 before the seminar to 5.8±1.5 after the seminar (p<0.01).

Table S1 Questionnaire results