Assessing medical student competency in communication in the pre-clinical phase: Objective structured video exam and SP exam

Karabilgin, Ö. Sürel; Vatansever, Kevser; Çalişkan, Süleyman; Durak, Halil

doi:10.1016/j.pec.2011.10.008

Cited by 11 publications

(4 citation statements)

References 17 publications

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“…The findings of this study are consistent with previous studies applying g-theory to examine ratings from neutral observers [ 24 , 25 ] or in other contexts [ 14 , 41 ] and are emphasized by studies investigating PPC ratings using other methods [ 18 , 42 ]. Two studies examined ratings of PCC assessed from neutral observers to evaluate students communication competence in the context of health professional training programs [ 24 , 25 ]. It was shown that students’ communication competence could only be explained to a small extent (3% [ 24 ]; 11% [ 25 ]).…”

Section: Discussionsupporting

confidence: 90%

“…Two studies examined ratings of PCC assessed from neutral observers to evaluate students communication competence in the context of health professional training programs [ 24 , 25 ]. It was shown that students’ communication competence could only be explained to a small extent (3% [ 24 ]; 11% [ 25 ]). This was also shown by a study examining the cultural competency of attending physicians using g-theory [ 41 ].…”

Section: Discussionmentioning

confidence: 99%

“…This process allows decision makers to enhance their understanding of the information included in the ratings and to draw more valid conclusions concerning the generalizability of PPC ratings across different measurement conditions. Two previous studies applying g-theory in the context of PPC investigated students’ communication competence in the field of health care professional training programs [ 24 , 25 ]. Both studies investigated PPC ratings assessed from observers.…”

Section: Introductionmentioning

confidence: 99%

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Variance components of ratings of physician-patient communication: A generalizability theory analysis

et al. 2021

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Background The ratings of physician-patient communication are an important indicator of the quality of health care delivery and provide guidance for many important decisions in the health care setting and in health research. But there is no gold standard to assess physician-patient communication. Thus, depending on the specific measurement condition, multiple sources of variance may contribute to the total score variance of ratings of physician-patient communication. This may systematically impair the validity of conclusions drawn from rating data. Objective To examine the extent to which different measurement conditions and rater perspectives, respectively contribute to the variance of physician-patient communication ratings. Methods Variance components of ratings of physician-patient communication gained from 32 general practitioners and 252 patients from 25 family practices in Germany were analyzed using generalizability theory. The communication dimensions “shared decision making”, “effective and open communication” and “satisfaction” were considered. Results Physician-patient communication ratings most substantially reflect unique rater-perspective and communication dimension combinations (32.7% interaction effect). The ratings also represented unique physician and rater-perspective combinations (16.3% interaction effect). However, physicians’ communication behavior and the observed communication dimensions revealed only a low extent of score variance (1% physician effect; 3.7% communication dimension effect). Approximately half of the variance remained unexplained (46.2% three-way interaction, confounded with error). Conclusion The ratings of physician-patient communication minimally reflect physician communication skills in general. Instead, these ratings exhibit primarily differences among physicians and patients in their tendency to perceive shared decision making and effective and open communication and to be satisfied with communication, regardless of the communication behavior of physicians. Rater training and assessing low inferential ratings of physician-patient communication dimensions should be considered when subjective aspects of rater perspectives are not of interest.

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Section: Discussionsupporting

confidence: 90%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Variance components of ratings of physician-patient communication: A generalizability theory analysis

et al. 2021

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“…Written and video-based instruments typically assess different cognitive abilities [33,34], which play an important role for demonstrating communicative competencies [35,36]. Many of these instruments use scenarios with patients, including communication challenges, and ask learners to analyze them and provide strategies to handle the situation or to judge predefined options for behavior [36][37][38][39]. A specific instrument to assess 'non-academic' attributes like empathy is the Situational Judgement Test (SJT) [40].…”

Section: Introductionmentioning

confidence: 99%

The role of the emotive, moral, and cognitive components for the prediction of medical students’ empathic behavior in an Objective Structured Clinical Examination (OSCE)

Graupe¹,

Giemsa

Schaefer³

et al. 2022

Patient Education and Counseling

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The “Talk-to-Me” MOOC intervention for suicide prevention and mental health education among tertiary students: Protocol of a multi-site cross-over randomised controlled trial

Milbourn

Black

Afsharnejad

et al. 2022

Contemporary Clinical Trials

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Assessing medical student competency in communication in the pre-clinical phase: Objective structured video exam and SP exam

Cited by 11 publications

References 17 publications

Variance components of ratings of physician-patient communication: A generalizability theory analysis

Variance components of ratings of physician-patient communication: A generalizability theory analysis

The role of the emotive, moral, and cognitive components for the prediction of medical students’ empathic behavior in an Objective Structured Clinical Examination (OSCE)

The “Talk-to-Me” MOOC intervention for suicide prevention and mental health education among tertiary students: Protocol of a multi-site cross-over randomised controlled trial

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