PURPOSE This study aimed to detect relationships between undergraduate students' attitudes toward communication skills learning and demographic variables (such as age, academic year, and gender). Understanding these relationships could provide information for communication skills facilitators and curriculum planners on structuring course delivery and integrating communication skills training into the medical curriculum. METHODS The descriptive study involved a survey of 369 undergraduate students from 2 medical schools in Zambia who participated in communication skills training stratified by academic year using the Communication Skills Attitude Scale. Data were collected between October and December 2021 and analyzed using IBM SPSS for Windows version 28.0. RESULTS One-way analysis of variance revealed a significant difference in attitude between at least 5 academic years. There was a significant difference in attitudes between the 2nd and 5th academic years (t=5.95, P˂0.001). No significant difference in attitudes existed among the academic years on the negative subscale; the 2nd and 3rd (t=3.82, P=0.004), 4th (t=3.61, P=0.011), 5th (t=8.36, P˂0.001), and 6th (t=4.20, P=0.001) academic years showed significant differences on the positive subscale. Age showed no correlation with attitudes. There was a more favorable attitude to learning communication skills among the women participants than among the men participants (P=0.006). CONCLUSION Despite positive general attitudes toward learning communication skills, the difference in attitude between the genders, academic years 2 and 5, and the subsequent classes suggest a re-evaluation of the curriculum and teaching methods to facilitate appropriate course structure according to the academic years and a learning process that addressees gender differences.

中文翻译：

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赞比亚本科医学生对沟通技能学习的态度与人口统计之间的关系：基于调查的描述性研究。

目的本研究旨在检测本科生对沟通技能学习的态度与人口变量（如年龄、学年和性别）之间的关系。了解这些关系可以为沟通技巧促进者和课程规划者提供有关构建课程交付并将沟通技巧培训整合到医学课程中的信息。方法 描述性研究对来自赞比亚两所医学院的 369 名本科生进行了调查，他们使用沟通技巧态度量表按学年分层参加了沟通技巧培训。数据收集于 2021 年 10 月至 12 月期间，并使用 IBM SPSS for Windows 版本 28.0 进行分析。结果 单向方差分析显示至少 5 个学年之间态度存在显着差异。第二学年和第五学年的态度差异显着（t=5.95，P˂0.001）。各学年对消极分量表的态度不存在显着差异；第二和第三学年（t=3.82，P=0.004）、第四学年（t=3.61，P=0.011）、第五学年（t=8.36，P˂0.001）和第六学年（t=4.20，P=0.001）显示正分量表上存在显着差异。年龄与态度没有相关性。女性参与者对学习沟通技巧的态度比男性参与者更积极（P=0.006）。结论 尽管人们普遍对学习沟通技巧持积极的态度，但性别、第二学年和第五学年之间的态度差异，