Current trends in communication skills training in UK schools of medicine

Hargie, Owen; Boohan, Margaret; McCoy, Mairead; Murphy, Pauline

doi:10.3109/01421590903394603

Cited by 52 publications

(36 citation statements)

References 7 publications

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“…In a review of communication skills training (Aspegren 1999), experiential methods were reported to be more effective in teaching communication skills than instructional methods. Nowadays experiential methods such as SPs and RP are widely used in communication skills training (Lane & Rollnick 2007;Cleland et al 2009;May et al 2009;Hargie et al 2010). SPs portray live interactive simulations of specific communication challenges and medical problems, offering the students a safe learning environment with no risk of harm to real patients (Kurtz et al 2005).…”

Section: )mentioning

confidence: 99%

Comparing three experiential learning methods and their effect on medical students’ attitudes to learning communication skills

2012

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Background: Despite numerous studies exploring medical students' attitudes to communication skills learning (CSL), there are apparently no studies comparing different experiential learning methods and their influence on students' attitudes. Aims: We compared medical students' attitudes to learning communication skills before and after a communication course in the data as a whole, by gender and when divided into three groups using different methods. Method: Second-year medical students (n ¼ 129) were randomly assigned to three groups. In group A (n ¼ 42) the theatre in education method, in group B (n ¼ 44) simulated patients and in group C (n ¼ 43) role-play were used. The data were gathered before and after the course using Communication Skills Attitude Scale. Results: Students' positive attitudes to learning communication skills (PAS; positive attitude scale) increased significantly and their negative attitudes (NAS; negative attitude scale) decreased significantly between the beginning and end of the course. Female students had more positive attitudes than the male students. There were no significant differences in the three groups in the mean scores for PAS or NAS measured before or after the course. Conclusions: The use of experiential methods and integrating communication skills training with visits to health centres may help medical students to appreciate the importance of CSL.

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Section: )mentioning

confidence: 99%

Comparing three experiential learning methods and their effect on medical students’ attitudes to learning communication skills

2012

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“…4 Communication training and teaching tools such as the Calgary Cambridge framework 5 are integral components of undergraduate medical curricula and general practice training. 6,7 Although models provide a framework for teaching and learning, throughout undergraduate medical training and continuing into general practice training, emphasis is placed on learning to implement a variety of communication skills in differing situations. 8 Learners are not restricted to the confines of one rigid checklist, but are taught to develop their own consulting style and to adapt or combine elements of different models to suit both clinical context, patients' needs, and clinicians' individual preferences.…”

Section: Introductionmentioning

confidence: 99%

Touch in primary care consultations: qualitative investigation of doctors’ and patients’ perceptions

Cocksedge¹,

George²,

Renwick³

et al. 2013

Br J Gen Pract

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BackgroundGood communication skills are integral to successful doctor-patient relationships. Communication may be verbal or non-verbal, and touch is a significant component, which has received little attention in the primary care literature. Touch may be procedural (part of a clinical task) or expressive (contact unrelated to a procedure/examination). AimTo explore GPs' and patients' experiences of using touch in consultations. Design and settingQualitative study in urban and semi-rural areas of north-west England. MethodParticipating GPs recruited registered patients with whom they felt they had an ongoing relationship. Data were collected by semistructured interviews and subjected to constant comparative qualitative analysis. ResultsAll participants described the importance of verbal and non-verbal communication in developing relationships. Expressive touch was suggested to improve communication quality by most GPs and all patients. GPs reported a lower threshold for using touch with older patients or those who were bereaved, and with patients of the same sex as themselves. All patient responders felt touch on the hand or forearm was appropriate. GPs described limits to using touch, with some responders rarely using anything other than procedural touch. In contrast, most patient responders believed expressive touch was acceptable, especially in situations of distress. All GP responders feared misinterpretation in their use of touch, but patients were keen that these concerns should not prevent doctors using expressive touch in consultations. ConclusionExpressive touch improves interactions between GPs and patients. Increased educational emphasis on the conscious use of expressive touch would enhance clinical communication and, hence, perhaps patient wellbeing and care.

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“…) Vuorovaikutusopintojen sisäl lyttäminen lääketieteen perustutkintoon ei kui tenkaan ole ongelmatonta. Ongelmia aiheuttavat ajan puute jo muutenkin täydessä opetussuun nitelmassa ja opetushenkilökunnan ristiriitaiset asenteet vuorovaikutusopintoja kohtaan (32,33). Lääkäripotilasvuorovaikutustutkimuksen tulos ten soveltaminen opetuksen tarpeita vastaavasti ja oppimismenetelmien kehittäminen on osoit tautunut vaikeaksi tehtäväksi (28).…”

Section: Sosiaalilääketieteellinen Aikakauslehti 2017: 54: 134-150unclassified

Lääkäri-potilas -suhteen harjoittelua – lääkäriopiskelijoiden tulkinnat potilastapauksesta koulutuksen eri vaiheissa

Sundström¹,

Silvennoinen²,

Kääpä³

et al. 2017

SLA

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Tässä laadullisessa pitkittäistutkimuksessa analysoidaan, miten lääkäriopiskelijat rakentavatlääkäri-potilas suhdetta ja tulkitsevat samaa potilastapausta koulutuksen eri vaiheissa. Tutkimuson osa LeMEx (Learning Medical Expertise) -tutkimusprojektia, jonka aineisto kerättiin vuosina2006–2012. Tutkimuksessa seurattiin samoja lääkäriopiskelijoita koko heidän koulutuksensa ajan.Tutkimusaineisto muodostui vuonna 2006 opintonsa aloittaneiden lääkäriopiskelijoiden(N = 137) kirjallisista vastauksista. Tutkimusaineisto kerättiin kyselylomakkeella, jossa opiskelijaapyydettiin pohtimaan potilastapauskuvausta. Vastaukset analysoitiin induktiivisella sisällönanalyysilla.Koulutuksen myötä lääkäriopiskelijoiden vuorovaikutustaidot ammatillistuvat ja suhtautumistapapotilaaseen ja omaiseen muuttuu laadultaan. Koulutuksen lopussa lääkäriopiskelijoidenempaattisuus vähenee ja omaista kohtaan välittyy eniten negatiivisia ilmauksia. Vastaavasti tuolloinlääkäriopiskelijat osaavat huolehtia yhteistyön jatkosta ja pyrkivät pääsemään yhteisymmärrykseenpotilaan kanssa.

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Current trends in communication skills training in UK schools of medicine

Abstract: While the paper identifies and delineates a typical or 'modal' model of CST in UK Schools of Medicine, it also emphasizes the importance of flexibility in this part of the curriculum.

Cited by 52 publications

References 7 publications

Comparing three experiential learning methods and their effect on medical students’ attitudes to learning communication skills

Comparing three experiential learning methods and their effect on medical students’ attitudes to learning communication skills

Touch in primary care consultations: qualitative investigation of doctors’ and patients’ perceptions

Lääkäri-potilas -suhteen harjoittelua – lääkäriopiskelijoiden tulkinnat potilastapauksesta koulutuksen eri vaiheissa

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