BEME Guide No. 2: Teaching and learning communication skills in medicine-a review with quality grading of articles

Aspegren, Knut

doi:10.1080/01421599978979

Cited by 475 publications

(407 citation statements)

References 2 publications

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“…The educational intervention in our study was shown to be effective training methods for helping doctors acquire some communication skills such as 'active listening and facilitating patients' response' and 'understanding patient's perspective' that have been used in both undergraduate and postgraduate teaching (Kurtz et al 1998;Aspegren 1999;Maguire & Pitceathly 2002). However, other skills such as 'initiating a session' or 'closure' were not shown to be better with participation in the intervention group.…”

Section: Summary Of Main Findingsmentioning

confidence: 60%

Improving general practitioners’ interviewing skills in managing patients with depression and anxiety: a randomized controlled clinical trial

et al. 2007

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Background: Studies regarding the effectiveness of CME programmes on physicians' behaviour and communication skills showed inconsistent results. Few randomized controlled trials have been conducted in Asia. Methods: To evaluate the effectiveness of a 4 2-hour education programme to improve GP interviewing behaviours, 16 general practitioners were randomized to the intervention and control groups, respectively. Physicians assigned to the intervention group received 8 hours of training emphasizing interviewing behaviours in the diagnosis and treatment of depression and generalized anxiety disorders (GDS). Those assigned to the control group did not receive any training until the completion of study. Standardized patients were used to evaluate the performance of physicians. Two consultations before and after enrolling in the education programme were videotaped. Independent evaluations of consultations were made by a trained clinical psychologist and a social worker blinded to the study status of physicians. The rating schedule for the videotapes was based on the tasks listed on the Calgary Cambridge Observation Guide. Results: The change of score between the intervention and control physicians was significantly different in 'active listening and facilitating patients' response' (p ¼ 0.011) with the intervention physicians having improvement of score. For 'non-verbals', 'understanding patient's perspective' and 'negotiating mutual plan of action', positive change of score in the intervention physicians were seen when compared to that of the control, although the difference did not reach statistical significance (p ¼ 0.06, p ¼ 0.05, p ¼ 0.06, respectively). However, for 'opening', 'structuring the consultation', 'explanation and planning' and 'closure', there were no statistical significant differences between control and intervention group. Conclusions: Our results showed that only certain communication skills, such as active listening and facilitating patient's response, can be taught in the management of depression and generalized anxiety disorder (GAD) in Chinese primary care physicians.

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Section: Summary Of Main Findingsmentioning

confidence: 60%

Improving general practitioners’ interviewing skills in managing patients with depression and anxiety: a randomized controlled clinical trial

et al. 2007

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“…This is in line with the overwhelming evidence in the international literature on the teaching of communication skills. 9,10 However, Coulehan and Williams refer to other values and virtues related to soft skills, namely empathy, compassion, attentiveness, fidelity and courage, that can neither be taught easily nor developed 'in a clinical factory'. 11 For the development of soft skills, teaching approaches that focus on experiential learning -'if you watch someone else' or 'actually doing it' -are more effective than the acquisition of facts.…”

Section: Teaching and Learning Soft Skillsmentioning

confidence: 99%

Medical students' perceptions of their development of ‘soft skills’ Part II: The development of ‘soft skills’ through ‘guiding and growing’

Bergh

Staden

Joubert

et al. 2006

South African Family Practice

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BackgroundThis paper reports on medical students' views on the ways in which their 'soft skills' were developed. It is the result of a study on soft skills among two groups of students before and after curriculum reform at the School of Medicine of the University of Pretoria. One of the aims of the reform was to provide more teaching and learning opportunities for the development of soft skills. Soft skills include professional interpersonal and social skills, communication skills, and professional and ethical attitudes. MethodsAs symbolic interactionism was used as the theoretical framework to guide the research, qualitative methods were used to collect the data. A purposive-theoretical sample of 42 final-year medical students from the traditional curriculum and 49 from the reformed curriculum was recruited. Data were collected by means of focus groups, individual in-depth interviews and autobiographical sketches. ResultsThe same categories of comments emerged from the data collected from the study participants from both the traditional and the reformed curriculum. The students ascribed their behaviour related to soft skills to personality and innate features. They had varying opinions on whether soft skills could be taught, but there was as a strong feeling that teaching should focus on principles and guidelines for dealing with difficult situations. They believed that, in the end, they should take responsibility for their own development of soft skills.Most participants felt they could at least grow through exposure to teaching activities and the observation of role models. They also indicated that they had developed their soft skills and constructed their own identity through their interaction with others. Their definition of situations was shaped by their interactions with doctors and educators, fellow students and other health professionals. Interaction with patients was considered the most important. For both groups of students their third year was a watershed, as it is the first year of more intensive patient contact and the beginning of serious learning from interaction with patients.The views on the development of soft skills differed very little between the traditional and reformed curriculum groups, except that students who had followed the reformed curriculum felt more prepared through the increased teaching and training efforts. Further consideration needs to be given to the intention of the changed curriculum compared to the actual effect.The way in which the participants in the study described their development of soft skills could be categorised as a complex interplay between 'being' and 'becoming'. Instead of using the word 'acquisition' of soft skills, 'development' seemed to be more appropriate. The metaphor of 'guiding' and 'growing' also captures the development of these skills better than the terms 'teaching' and 'learning'. ConclusionTeaching activities in the clinical years should be adapted with a view to facilitating the students' professional growth. New models for the develo...

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“…Dans le curriculum actuel des études de médecine de la faculté de biologie et de médecine de Lausanne, l'une des approches de l'enseignement des habiletés à la communication médecin-malade repose sur un dispositif d'enseignement en petits Le dispositif d'enseignement et le contexte, c'est-à-dire le recours à un patient simulé, les scénarios présentés, l'utilisation de la vidéo et la discussion de groupe montrent que les étudiants, qu'ils soient actifs ou observateurs, ont le sentiment d'apprendre tant sur le plan de savoir-faire et du savoir-être que sur le plan de la dynamique relationnelle. Ceci confirme les résultats d'autres travaux 9,10,11,19 . Dans l'interprétation des résultats, il faut toutefois se souvenir que notre étude s'est limitée à demander aux étudiants d'apprécier les bénéfices qu'ils retirent de cet enseignement, ce qui ne permet pas d'objectiver l'impact de cet enseignement sur les habiletés de communication des étu-diants.…”

Section: Discussionunclassified

“…Les habiletés de communication peuvent être enseignées de différentes manières. Cependant, les méthodes d'enseignement de type « expérientiel » (experiential) ont tendance à être les plus efficaces 9,10 et les plus appréciées des étudiants 11 . L'utilisation de patients simulés dans l'enseignement médical, et plus particulièrement dans l'entraînement à la communication médecin-malade, est une pratique répan-due qui offre de nombreux avantages 12 .…”

Section: Introductionunclassified

L’apport du patient simulé dans l’apprentissage de la relation médecin-malade : résultats d’une évaluation préliminaire

Cuenot

Cochand²,

Lanarès

et al. 2005

Pédagogie Médicale

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BEME Guide No. 2: Teaching and learning communication skills in medicine-a review with quality grading of articles

Cited by 475 publications

References 2 publications

Improving general practitioners’ interviewing skills in managing patients with depression and anxiety: a randomized controlled clinical trial

Improving general practitioners’ interviewing skills in managing patients with depression and anxiety: a randomized controlled clinical trial

Medical students' perceptions of their development of ‘soft skills’ Part II: The development of ‘soft skills’ through ‘guiding and growing’

L’apport du patient simulé dans l’apprentissage de la relation médecin-malade : résultats d’une évaluation préliminaire

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