Comparison of self and simulated patient assessments of first-year medical students’ Interpersonal and Communication Skills (ICS) during Objective Structured Clinical Examinations (OSCE)

Roshal, Joshua; Chefitz, Dalya; Terregino, Carol A.; Petrová, Anna

doi:10.1186/s12909-021-02540-y

Cited by 10 publications

(11 citation statements)

References 26 publications

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“…To our knowledge, limited data exist on the relationship between examination scores or number of medical college admission test attempts and communication skills for medical students. A previous study reported a weak but significant correlation between academic examination scores undertaken over the first 2 years of medical school and subsequent OSCEs [ 28 ], which constitute an alternative approach for assessing student communication and interpersonal skills [ 40 ]. Our study failed to show any significant association between basic science multiple-choice examination scores and subsequent 4-HCS overall score.…”

Section: Discussionmentioning

confidence: 99%

Student characteristics associated with interpersonal skills in medical consultations

et al. 2022

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Background The quality of medical care depends on effective physician–patient communication. Interpersonal skills can be improved through teaching, but the determinants are poorly understood. We therefore assessed the factors associated with the interpersonal skills of medical students during simulated medical consultations. Methods We conducted a cross-sectional study of fourth-year medical students participating in simulated consultations with standardized patients. Each video-recorded medical consultation was independently assessed by two raters, using a cross-cultural adaptation of the Four Habits Coding Scheme (4-HCS) into French. We then collected information on demographics and education-related characteristics. The relationship between the overall 4-HCS score and student characteristics was modeled using univariable and multivariable linear regression. Results Our analytical sample included 165 medical students for analysis. The factors significantly associated with 4-HCS score were gender (β = − 4.8, p = 0.011) and completion of an international clinical placement (β = 6.2, p = 0.002) or a research laboratory clerkship (β = 6.5, p = 0.005). Education-related characteristics, multiple-choice examinations in the first to third preclinical years, and number of medicine or surgery clerkships were not significantly associated with 4-HCS score. Conclusions Undergraduate students with higher level of interpersonal skills during video-recorded medical consultations with standardized patients are more likely to be female, to have completed international clinical placement as part of the ERASMUS exchange program or research laboratory clerkship.

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Section: Discussionmentioning

confidence: 99%

Student characteristics associated with interpersonal skills in medical consultations

et al. 2022

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“…Some studies have suggested that communication skills should not only be assessed from the student’s own point of view, but that structured external assessments such as the Objective Structured Clinical Examination (OSCE) [ 59 ] should also be employed. For decades, the OSCE has been used for multiple purposes during the training of nursing students, including training in communication skills [ 60 ]. However, recent research suggests that students’ perceptions of their communication skills often tend to coincide with those of external evaluators [ 51 , 60 ], and so both perspectives must be considered.…”

Section: Discussionmentioning

confidence: 99%

“…For decades, the OSCE has been used for multiple purposes during the training of nursing students, including training in communication skills [ 60 ]. However, recent research suggests that students’ perceptions of their communication skills often tend to coincide with those of external evaluators [ 51 , 60 ], and so both perspectives must be considered.…”

Section: Discussionmentioning

confidence: 99%

Efficacy of a Standardised Patient Simulation Programme for Chronicity and End-of-Life Care Training in Undergraduate Nursing Students

Escribano

Cabañero‐Martínez

Fernández‐Alcántara

et al. 2021

IJERPH

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Background: Standardised patient simulations seem to be useful for improving the communication skills of health sciences students. However, it is important to define the effectiveness of these types of interventions in complex scenarios linked to disease chronicity and end-of-life contexts. Methods: A quasi-experimental study with pre- and post-intervention measures was carried out in a single group. A total of 161 nursing students completed different assessment instruments to measure their attitudes towards communication (Attitude Toward Communication Scale), self-efficacy (Self-Efficacy of Communication Skills, SE-12), and communication skills (Health Professionals Communication Skills Scale, EHC-PS) before and after simulation training with standardised patients. The objective of the program was to train students in non-technical skills for complex situations involving chronicity and end-of-life care. It comprised eight sessions lasting 2.5 h each. Results: The results showed notable baseline gender differences in attitudes towards communication and in the informative communication dimension, with women obtaining higher scores. The participants’ self-efficacy and communication skills significantly improved after completing the intervention, with no significant differences being found for the attitudes towards communication variable. Conclusion: The standardised patient simulation programme for complex scenarios related to chronicity and end-of-life contexts improved communication self-efficacy and communication skills in these nursing students. In future work it will be important to analyse the influence of gender and attitudes towards communication as variables in the learning of communication skills in nursing students.

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“…In the published studies, the authors most often used the OSCE as a tool for assessing students’ competencies and for assessing the course itself [ 27 – 29 ]. Some authors also compare the exam results obtained by students during the assessment conducted by the examiner or the feelings of the simulated patient with the competencies perceived by students [ 30 , 31 ]. According to the trends in teaching in medical and pharmaceutical sciences, as part of such a comprehensive course as Pharmaceutical Care, we give up teaching methods in favor of activating methods [ 32 – 34 ].…”

Section: Discussionmentioning

confidence: 99%

The influence of OSPE and PBL on competency-based pharmacy student self-assessment

et al. 2022

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Background In addition to vocational education and experience, the pharmaceutical profession’s proper pursuit requires acquiring and continuously improving professional competencies. In recent years, the need has been increasingly highlighted for developing a medical education system based on helping students develop their competencies. It is necessary to adapt the tools and methods for assessing competencies during formal education. It will enable students to know the directions of further personal or professional development. Objective The study aimed to compare pharmacy students’ self-assessment outcomes before and after the Objective Structured Practical Examination (OSPE), which finished the Pharmaceutical Care course (PCc). The study’s purpose was also to compare the outcomes of the self-assessment of competencies between the students of two academic years for whom classes on the PCc were provided by different methods. Methods The study was conducted over two academic years (2018/2019 and 2019/2020) among 5th-year students enrolled at the Faculty of Pharmacy of the Jagiellonian University Medical College (JUMC) at the end of the Pharmaceutical Care course. Different teaching methods were used in the delivery of the course in these academic years. The students self-assessed their competencies using a questionnaire consisting of a list of personal and patient care competencies. The students completed the questionnaire before and after the OSPE, which followed the completion of the PCc. Results Students’ professional competencies as self-assessed after the exam were higher than those assessed before the exam. Differences were observed in both personal and patient care competencies. Students taking the course in the 2019/2020 academic year set their pre-OSPE competencies higher than students taking the PCc in 2018/2019. Conclusion The self-assessment scores increased for most competencies included in the study following the OSPE. This may suggest that taking part in the exam, involvement in patient’s case simulations, and self-assessment of performance at individual stages of the exam contributed to increased subjective assessment of professional competencies.

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Comparison of self and simulated patient assessments of first-year medical students’ Interpersonal and Communication Skills (ICS) during Objective Structured Clinical Examinations (OSCE)

Cited by 10 publications

References 26 publications

Student characteristics associated with interpersonal skills in medical consultations

Student characteristics associated with interpersonal skills in medical consultations

Efficacy of a Standardised Patient Simulation Programme for Chronicity and End-of-Life Care Training in Undergraduate Nursing Students

The influence of OSPE and PBL on competency-based pharmacy student self-assessment

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