Interventions for improving medical students' interpersonal communication in medical consultations

Gilligan, Conor; James, Erica L.; Snow, Pamela; Outram, Sue; Ward, Bernadette; Powell, Martine B.; Lonsdale, Chris; Cushing, Annie; Silverman, Jonathan; Regan, Tim; Harvey, Pam; Lynagh, Marita

doi:10.1002/14651858.cd012418

Cited by 30 publications

(18 citation statements)

References 42 publications

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“…Effective communication between doctors and their patients is recognised as a critical goal because of the wide-ranging benefits that have been shown to accrue to both participants from such interactions, including improvements in doctor and patient satisfaction and various measures of patient outcomes [1]. Programs of communication skills training (CST) and the assessment thereof are widely established as important components of medical curricula, particularly since effective communication is not necessarily an inherent skill or determined by personality, but can be both taught and learned [2].…”

Section: Introductionmentioning

confidence: 99%

Comparison of the effects of simulated patient clinical skill training and student roleplay on objective structured clinical examination performance among medical students in Australia

Taylor

Haywood

Shulruf

2019

J Educ Eval Health Prof

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Purpose: Optimal methods for communication skills training (CST) are an active research area, but the effects of CST on communication performance in objective structured clinical examinations (OSCEs) has not been closely studied. Student roleplay (RP) for CST is common, although volunteer simulated patient (SP) CST is cost-effective and provides authentic interactions. We assessed whether our volunteer SP CST program improved OSCE performance compared to our previous RP strategy. Methods: We performed a retrospective, quasi-experimental study of 2 second-year medical student cohorts’ OSCE data in Australia. The 2014 cohort received RP-only CST (N=182) while the 2016 cohort received SP-only CST (N=148). The t-test and analysis of variance were used to compare the total scores in 3 assessment domains: generic communication, clinical communication, and physical examination/procedural skills. Results: The baseline characteristics of groups (scores on the Australian Tertiary Admission Rank, Undergraduate Medicine and Health Sciences Admission Test, and medicine program interviews) showed no significant differences between groups. For each domain, the SP-only CST group demonstrated superior OSCE outcomes, and the difference between cohorts was significant (P<0.01). The superiority of volunteer SP CST over student RP CST in terms of OSCE performance outcomes was found for generic communication, clinical communication, and physical examination/procedural skills. Conclusion: The better performance of the SP cohort in physical examination/procedural skills might be explained by the requirement for patient compliance and cooperation, facilitated by good generic communication skills. We recommend a volunteer SP program as an effective and efficient way to improve CST among junior medical students.

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Section: Introductionmentioning

confidence: 99%

Comparison of the effects of simulated patient clinical skill training and student roleplay on objective structured clinical examination performance among medical students in Australia

Taylor

Haywood

Shulruf

2019

J Educ Eval Health Prof

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“…Hundreds of educational interventions are being implemented in medical curricula and professional training programs internationally, with many evaluated in research trials. The evidence, however, remains limited by the theoretical basis of the interventions [20,21], the evaluation methodologies used, and the feasibility of assessing long-term impacts on practitioner behaviours and student outcomes [22,23]. Many assessment methods focus on the information obtained or content covered in medical interviews or consultations, with less scrutiny of the processes used to obtain this information.…”

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confidence: 99%

Assessing the training needs of medical students in patient information gathering

2020

Self Cite

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Background: Effective communication is at the heart of good medical practice but rates of error, patient complaints, and poor clinician job satisfaction are suggestive of room for improvement in this component of medical practice and education. Methods: We conducted semi-structured interviews with experienced clinicians (n = 19) and medical students (n = 20) to explore their experiences associated with teaching and learning clinical communication skills and identify targets for improvements to addressing these skills in medical curricula. Results: Interviews were thematically analysed and four key themes emerged; the importance of experience, the value of role-models, the structure of a consultation, and confidence. Conclusions: The findings reinforce the need for improvement in teaching and learning communication skills in medicine, with particular opportunity to target approaches to teaching foundational skills which can establish a strong grounding before moving into more complex situations, thus preparing students for the flexibility required in medical interviewing. A second area of opportunity and need is in the engagement and training of clinicians as mentors and teachers, with the findings from both groups indicating that preparation for teaching and feedback is lacking. Medical programs can improve their teaching of communication skills and could learn from other fields s to identify applicable innovative approaches.

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“…This further enhances history taking skills, effective management and patient compliance with therapeutic treatment and better health outcomes. 26 One of the items included on the basis of pilot testing was 'performed the steps of relevant clinical examination' , although this item was based both upon performance of skills and cognition. This could possibly be explained by the fact that General Medical Council (GMC) includes academic integrity and competence as a fundamental component of professional behaviour.…”

Section: Discussionmentioning

confidence: 99%

Development and validation of an instrument for assessment of professional behaviour during laboratory sessions

Zehra

Haider

2020

J Pak Med Assoc

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Objective: To develop an instrument to assess professional behaviour among medical students, and to determine its validity, reliability, feasibility and acceptability. Method: This cross-sectional study was conducted at Bahria University Medical and Dental College, Karachi, from July to September 2017, and comprised of medical students in years 1 and 2 of their academic programme. The instrument was developed for the Physiology laboratory sessions using nominal group technique and was tested for validity, reliability, feasibility and acceptability by two assessors through validity and reliability statistics. Data was analysed using SPSS 23. Results: Of the 250 students enrolled, 232(92.8%) had their assessment completed. Applicability of the scale was indicated by exploratory factor analysis. Two factors were isolated which explained 57.65% of the variation. The first factor, comprising of 7 sub-factors, was labelled as 'practical performance' , and the second factor, consisting of 5 sub-factors, as 'personal interactions'. A final 12-item instrument was retained. Cronbach's alpha was determined to be high at 0.863. Intra-class correlation was 0.863 for both years 1 and 2 combined. Conclusion: It was possible to develop an instrument for professional behaviour assessment in Physiology laboratory skills session which could indicate valid, reliable, feasible and acceptable results.

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Interventions for improving medical students' interpersonal communication in medical consultations

Abstract: Interventions for improving medical students' interpersonal communication in medical consultations.

Cited by 30 publications

References 42 publications

Comparison of the effects of simulated patient clinical skill training and student roleplay on objective structured clinical examination performance among medical students in Australia

Comparison of the effects of simulated patient clinical skill training and student roleplay on objective structured clinical examination performance among medical students in Australia

Assessing the training needs of medical students in patient information gathering

Development and validation of an instrument for assessment of professional behaviour during laboratory sessions

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