Assessment of communication skills

Vleuten, Cees van der; Eertwegh, Valerie van den; Giroldi, Esther

doi:10.1016/j.pec.2019.07.007

Cited by 37 publications

(21 citation statements)

References 46 publications

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“…To explain, let us reflect on another skill that is considered important to all medical doctors: communication. Given that communication skills are highly context specific, Van der Vleuten et al 30 propose the use of a programmatic assessment approach to communication assessment, which implies using different methods to collect multiple samples of students' communication skills over a longer period of time. Although we agree with the value of this inductive approach of ‘generalising’ competence from broad sampling, we think it is important that a systematic, deductive approach based on competency frameworks and theoretical models be overlaid on this longitudinal approach to ensure adequate sampling of activities that capture the spirit of what is meant by communication competence.…”

Section: Occupationalsmentioning

confidence: 99%

Inferring signs from purposeful samples: The role of context in competency assessment

2021

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Context: Medical students' clinical competencies are customarily assessed using convenience samples of performance from real practice. The question is how these convenience samples can be turned into purposeful samples to extrapolate students' overall competency profile at the end of medical school, particularly given the context specificity of clinical performance. In this paper, we will address this issue of inferring signs from samples using insights from the discipline of psychology.Theoretical perspective: We adapted Smith's theory of predictor validity of universals, occupationals and relationals to the context of clinical competency assessment.Universals are characteristics required by all working individuals and therefore not context dependent. Occupationals refer to characteristics required by certain jobs but not others and therefore are dependent on task-related features of an occupation.Relationals are required in a specific organisational context with habitual ways of working together.Application: Through seven propositions, we assert that generalising from samples of assessed clinical competencies during clerkships to generic competencies (i.e., signs) is dependent on whether characteristics are universals, occupationals and relationals, with universals most and relationals least generalisable. Conclusion:When determining what types of ratings to use to evaluate medical student competence, medical education has shown too little nuance in considering the degree to which particular characteristics are likely to be generalisable, approaching the issue in an all-or-none manner. Smith's distinction between universals, occupationals and relationals offers a promising way forward that has implications for assessment, student selection and career choice. | INTRODUCTIONDuring clinical training, medical students' fitness for practice is customarily assessed using convenience samples of performance in realistic learning and working environments. In these so-called workplace-based assessments, raters use direct observation to appraise students' knowledge, skills and attitudes in a particular situation, for example, while interacting with a patient. However, medical schools are not so much interested in how a student performs in a specific observed situation but rather in the extent to which they can Marise Ph. Born and Karen M. Stegers-Jager contributed equally to this study.

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Section: Occupationalsmentioning

confidence: 99%

Inferring signs from purposeful samples: The role of context in competency assessment

2021

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“…To be effective, communication has to be adapted to a particular audience, purpose, and context (van der Vleuten et al, 2019). Some of the contexts outlined in Table 1, such as writing argumentative essays for a general audience, are taught throughout secondary school.…”

Section: The Contexts Of Communication For Psychologymentioning

confidence: 99%

“…The best approach to developing communication skills in psychology majors takes a curriculum-level approach. Instruction in various forms of communication should be distributed across multiple courses in the curriculum (van der Vleuten et al, 2019). Developing these communication skills should be an integral part of the curriculum so that they are inescapable, and the standard for good communication should be progressively more sophisticated in higher level courses.…”

Section: Principles For Developing Communication Skillsmentioning

confidence: 99%

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Assessing Goal 4 Communication Skills for Psychology Across Audience, Purpose, and Context

Chew

Neufeld

Hamill

et al. 2020

Teaching of Psychology

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The challenge of teaching communication skills outlined in Goal 4 of the APA Guidelines for the Undergraduate Psychology Major is that it occurs in many contexts and the communicator must adapt the form to match both context and purpose. We created a taxonomy of dimensions and kinds of communication that represents the various contexts in communication assignments in psychology classes. We propose a curricular-level solution to assessing the development of communication skill, including multiple assessment opportunities in both course and curriculum with progressively higher standards. We discuss how different forms of rubrics can be used to assess communication and created a “common” rubric that can be adapted and used to assess communication across many different contexts. Finally, since social media have increased the frequency of exposure to often engaging, but misleading or inaccurate communication, we discuss the value of being able to judge the validity of received communications and the importance of teaching students how to evaluate messages critically.

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“…It is imperative that curriculum developers at undergraduate and postgraduate levels focus on empathy informed curriculum; aiming a purposeful improvement in compassionate, empathetic and effective communication skills of physicians enabling delivery of holistic patient-centred care 8 . Tools for assessing physician empathy have long been employed in healthcare profession.…”

Section: Introductionmentioning

confidence: 99%

Patients’ Satisfaction With the Quality of Dermatology Consultation of a Tertiary Care Hospital of Pakistan

Rahman

Naveed

Zulfiqar

et al. 2021

PAFMJ

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Objective: To determine the satisfaction rate of dermatology patients, after purposefully improving the consultation skills of residents. Study Design: Mix-method study. Place and Duration of Study: Department of Dermatology, Combined Military Hospital Lahore, from Jan to Sep 2020, Methodology: Empathy informed curriculum was delivered by the consultants and senior registrar prior to the conduction of study as well as an ongoing process to the post-graduate trainees in the department. Patients’ satisfaction with the quality of dermatological consultation was assessed by consultation and relational empathy (CARE) measure. One hundred and seventy six patients were recruited during the study period. Descriptive statistics such as frequencies, means, standard deviations and percentages were determined from the data. Advanced level analysis was done by Pearson’s correlation coefficients to analyse relationships between variables. Results: The mean age of study participant was 39.01 ± SD 19.81 year, with a minimum of 3 years and maximum of 91 years. Ninety two (52.3%) patients were male and 84 (47.7%) were female. The mean consultation and relational empathy score was 40.34 ± SD 8.56 with 16 minimum score and 50 maximum. One hundred and sixty six (94.3%) patients were overall satisfied with the consultation whereas 10 (5.7%) were not. Conclusion: We found high satisfaction rate amongst patients attending dermatology outpatient department. Empathy informed curricula should be emphasized upon to provide holistic patient care.

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Assessment of communication skills

Cited by 37 publications

References 46 publications

Inferring signs from purposeful samples: The role of context in competency assessment

Inferring signs from purposeful samples: The role of context in competency assessment

Assessing Goal 4 Communication Skills for Psychology Across Audience, Purpose, and Context

Patients’ Satisfaction With the Quality of Dermatology Consultation of a Tertiary Care Hospital of Pakistan

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