Measurement and improvement of humanistic skills in first-year trainees

Beckman, Howard; Frankel, Richard M.; Kihm, John T; Kulesza, Gregory; Geheb, Michael A.

doi:10.1007/bf02602308

Cited by 29 publications

(9 citation statements)

References 6 publications

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“…In both primary care and surgery, physicians tend to bypass these clues, missing potential opportunities to strengthen the patient-physician relationship. Research on teaching communication skills demonstrates that physicians can learn to modify their communication style [32][33][34].…”

Section: Discussionmentioning

confidence: 99%

Knowledge , Attitude , Practice and Barriers of Effective Communication Skills during Medical Consultation among General Practitioners National Guard Primary Health Care Center , Riyadh , Saudi Arabia

Al-Zahrani¹,

Al-Misfer²,

Al-Hazmi³

2015

ME-JFM

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Benefits for patients • The doctor-patient relationship is improved. The doctor is better able to seek the relevant information and recognize the problems of the patient by way of interaction and attentive listening. As a result, the patient's problems may be identified more accurately [6]. • Good communication helps the patient to recall information and comply with treatment instructions thereby improving patient satisfaction [7, 8]

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Section: Discussionmentioning

confidence: 99%

Knowledge , Attitude , Practice and Barriers of Effective Communication Skills during Medical Consultation among General Practitioners National Guard Primary Health Care Center , Riyadh , Saudi Arabia

Al-Zahrani¹,

Al-Misfer²,

Al-Hazmi³

2015

ME-JFM

View full text Add to dashboard Cite

show abstract

“…41,42,45,47,61,63,[95][96][97] and unnamed tools described by Woolliscroft et al (unspecified discipline), 68 Brennan and Norman 73 (obstetrics), Beckman et al 92 (internal medicine), and Nørgaard et al 80 (internal medicine). Only 3 had evidence of learning.…”

Section: Tools With Multiple Elements Of Validity Evidencementioning

confidence: 97%

“…With 4 tools, learners' performance improved after clinical skills training and/or feedback. 39,72,92,93 Outcomes Surveying trainees and observers about their experiences with a tool was the most common method for assessing outcomes, used with 19 tools (35%). ¶ ¶ Trainees generally rated observation experiences positively.…”

Section: Relationship To Other Variablesmentioning

confidence: 99%

Tools for Direct Observation and Assessment of Clinical Skills of Medical Trainees

Kogan¹,

Holmboe²,

Hauer³

2009

JAMA

502

374

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Context Direct observation of medical trainees with actual patients is important for performance-based clinical skills assessment. Multiple tools for direct observation are available, but their characteristics and outcomes have not been compared systematically.Objectives To identify observation tools used to assess medical trainees' clinical skills with actual patients and to summarize the evidence of their validity and outcomes.Data Sources Electronic literature search of PubMed, ERIC, CINAHL, and Web of Science for English-language articles published between 1965 and March 2009 and review of references from article bibliographies. Study SelectionIncluded studies described a tool designed for direct observation of medical trainees' clinical skills with actual patients by educational supervisors. Tools used only in simulated settings or assessing surgical/procedural skills were excluded. Of 10 672 citations, 199 articles were reviewed and 85 met inclusion criteria. Data ExtractionTwo authors independently abstracted studies using a modified Best Evidence Medical Education coding form to inform judgment of key psychometric characteristics. Differences were reconciled by consensus.Results A total of 55 tools were identified. Twenty-one tools were studied with students and 32 with residents or fellows. Two were used across the educational continuum. Most (n=32) were developed for formative assessment. Rater training was described for 26 tools. Only 11 tools had validity evidence based on internal structure and relationship to other variables. Trainee or observer attitudes about the tool were the most commonly measured outcomes. Self-assessed changes in trainee knowledge, skills, or attitudes (n=9) or objectively measured change in knowledge or skills (n = 5) were infrequently reported. The strongest validity evidence has been established for the Mini Clinical Evaluation Exercise (Mini-CEX). ConclusionAlthough many tools are available for the direct observation of clinical skills, validity evidence and description of educational outcomes are scarce.

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“…Research on teaching communication skills demonstrates that physicians can learn to modify their communication style. [41][42][43] We propose that these 2 aspects of the medical encounter-patient clues and physician responses-be recognized as being interdependent and a key to building a trusting patient-physician relationship, thus ultimately improving the outcome of care.…”

Section: Commentmentioning

confidence: 99%

A Study of Patient Clues and Physician Responses in Primary Care and Surgical Settings

Levinson¹

2000

JAMA

571

406

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Measurement and improvement of humanistic skills in first-year trainees

Cited by 29 publications

References 6 publications

Knowledge , Attitude , Practice and Barriers of Effective Communication Skills during Medical Consultation among General Practitioners National Guard Primary Health Care Center , Riyadh , Saudi Arabia

Knowledge , Attitude , Practice and Barriers of Effective Communication Skills during Medical Consultation among General Practitioners National Guard Primary Health Care Center , Riyadh , Saudi Arabia

Tools for Direct Observation and Assessment of Clinical Skills of Medical Trainees

A Study of Patient Clues and Physician Responses in Primary Care and Surgical Settings

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