Comparing student self-assessments of global communication with trained faculty and standardized patient assessments

Pawluk, Shane; Zolezzi, Monica; Rainkie, Daniel

doi:10.1016/j.cptl.2018.03.012

Cited by 16 publications

(12 citation statements)

References 18 publications

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“…Second, we used self-rated preparedness for serious illness communication as a proxy for skills acquisition. Although evidence has pointed to limitations in self-assessment of clinical skills, 15 , 16 studies routinely utilize domains such as self-efficacy and confidence to assess communication skills in hospital and palliative care settings. 13 , 17 , 18 Related, future work should assess how knowledge and skills developed during a Re-ACT session translate to communication in patient settings and whether there are other notable differences between those who attended in-person or remote sessions.…”

Section: Conclusion and Lessons Learnedmentioning

confidence: 99%

Re-ACT: Remote Advanced Communication Training in a Time of Crisis

Carroll

Mooney

Horowitz

2021

Journal of Pain and Symptom Management

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Background. We used a quality improvement framework to transform two-day and in-person advanced communication training (ACT) course into a remote ACT (Re-ACT) format to help clinicians improve serious illness conversation (SIC) skills. Measures. We assessed the reach, impact, and costs of ReACT and compared these measures to in-person ACT courses. Interventions. About 45e60 minutes of synchronous, remote sessions consisting of a didactic introduction to SIC skills, tailored to the SARS-Cov-2 (COVID-19) crisis, and a live demonstration of SICs with patient-actors. Outcomes. The transition to ReACT sessions resulted in reaching a greater number of clinicians in less time, although depth of content and opportunities for skill practice decreased. Although both formats were well received, ReACT respondents felt less prepared than ACT respondents to use SIC skills. The costs of ReACT were significantly less than inperson ACT courses. Conclusions/Lessons Learned. We provided effective and well-received SIC training during a time of crisis. Future work should further define the optimal mix of in-person and remote experiences to teach SIC skills.

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Section: Conclusion and Lessons Learnedmentioning

confidence: 99%

Re-ACT: Remote Advanced Communication Training in a Time of Crisis

Carroll

Mooney

Horowitz

2021

Journal of Pain and Symptom Management

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“…Special consideration should be given to the self-assessment of summer students, who rated their sexual history taking skills higher than the previous semester but achieved lower scores in their exams. This may indicate that the self-assessment of students, at least in the form tested in this study, is not reliable when compared with the results of an OSCE (29).…”

Section: The Subjective Learning Experience Seems To Differ Between Online and On-site Teachingmentioning

confidence: 77%

E-Learning Is Not Inferior to On-Site Teaching in a Psychiatric Examination Course

et al. 2021

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Background: Implementing e-learning into medical education is a growing field of research. Researchers have had positive experiences so far, and evidence suggests it to be no less effective than offline teaching. However, there are a few findings concerning psychiatric education and the use of simulated patients online.Methods: We developed an online workshop for medical students at our psychiatric clinic, including group work exercises, lectures, and interviews with simulated patients. To compare the learning outcome, a cohort of students learning online was compared with a previous cohort that learned on-site. The same objective structured clinical examination (OSCE) was used in both cases. Evaluation questionnaires were gathered from students and lecturers and were compared with the former semesters along with the exam results.Results: The exam grades did not significantly differ between on-site and online teaching, even though students rated their own communication skills better with online teaching. We also found that the connection experienced between students and teachers was impaired without on-site contact.Discussion: We conclude that an online course may be an effective alternative to on-site teaching but requires further improvement to maintain a dependable student–teacher relationship.

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“…In their study, the intervention group was a class of 2016 and no intervention/control group was a class of another year (2015). On the other hand, the research papers without control group settings were published [ 2 , 10 , 15 , 17 , 35 ]. Further study would be needed for the comparison of students’ self-evaluation skills between the intervention group and no intervention/control group to analyze the Japanese students’ behavior.…”

Section: Discussionmentioning

confidence: 99%

“…Many studies around the world have addressed students' selfevaluation in pharmaceutical education [1][2][3][4][5][6][7][8], medical education [9][10][11][12][13][14], and dental education [15][16][17][18][19][20][21]. Dentistry is a selfanalytic profession, and dentists must be able to properly evaluate every procedure performed.…”

Section: Introductionmentioning

confidence: 99%

Student Potential for Self-assessment in a Clinical Dentistry Practical Training Course on Communication Skills

2020

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This study aimed to investigate student potential for self-assessment in a clinical dentistry practical training course focused on communication skills. Participants were 124 fourth-year students (70 males, 54 females; all Japanese) in 2017 and 2018 at the Nippon Dental University, School of Life Dentistry at Niigata. Participating students belonged to different cohorts in 2017 and 2018. Participants were asked to complete a self-evaluation sheet at the end of each unit of the course. Their self-evaluation scores and the faculty evaluation scores for each student for Units 1-1, 1-2, and 1-3 were statistically analyzed. The results showed that females tended to rate themselves significantly higher than males. Furthermore, there were significant differences in evaluation scores between students and faculty for nine of 11 evaluation items for male students and 10 of 11 items for female students in Unit 1-3. Faculty expectations increased from Unit 1-1 to Unit 1-3, although students were satisfied with their performance and had a sense of achievement. However, students’ actual performance was below faculty expectations, suggesting faculty evaluations were stricter than students’ self-evaluation. Self-assessment may enhance students’ ability for self-directed learning and may also inform how faculty can effectively educate dental students. Dental educators should support students to increase their levels of self-efficacy, which will enhance their self-evaluation skills.

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Comparing student self-assessments of global communication with trained faculty and standardized patient assessments

Cited by 16 publications

References 18 publications

Re-ACT: Remote Advanced Communication Training in a Time of Crisis

Re-ACT: Remote Advanced Communication Training in a Time of Crisis

E-Learning Is Not Inferior to On-Site Teaching in a Psychiatric Examination Course

Student Potential for Self-assessment in a Clinical Dentistry Practical Training Course on Communication Skills

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