Educational feedback is a facilitating tool in improving medical interviewing skills through simulation practices. The simulated patient (SP) programme at the University of Pécs Medical School aims to provide efficient help for educators and students alike in language for medical purposes, communication and clinical courses. The constructivist feedback methodological approach ensures that students in history taking classes learn from role-playing in simulated scenarios and the feedback offered from the simulated patient. Effective assessment includes the learners’ own reflection and the patients’ non-judgmental observation on perceived interpersonal communication skills, observed professional misconduct, students’ ability to cope in emotionally challenging situations, and suggestions for improvement. Giving feedback has to be offered regularly to enable improvement in medical communication and nurture self-confidence. Our questionnaire survey of the students who attended history taking courses involved both self-reflection and instructor feedback based on their performance during simulated scenarios. The results of the study demonstrated substantial developments in relationship-building skills and self-confidence for students in post-course clinical practice.
This study was conducted to examine doctor–patient and interprofessional communication skills, particularly self-awareness, listening to others, collaborative communication, assertiveness, and sharing responsibility and power in communication in simulated situations in which medical students would be expected to face problems dealing with difficult situations involving patients. The students, all proficient in English, were enrolled in a MediSkillsLab class. Three of the 15 students participating in the study came from Korea, one from Iran, one from Jordan and the rest of the students were from Norway. Most students were beyond their third year of medical school training. With the help of the new method used in this course, referred to as “medical improv”, we aimed to assess and compare which communication skills are more universally improvable based on using various improvisation techniques and methods regardless of ethnical and cultural backgrounds. Our goal was not to create a piece of “theater”, rather to use medical improv within clinical and educational settings, in which students could practice in a safe environment. The final section of this paper explores the implications of the study, especially the hypothesis that applied improvisation drastically improves communication skills of medical students coming from diverse ethnical and cultural backgrounds.
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