Medical students’ communication skills in clinical education: Results from a cohort study

Bachmann, Cadja; Roschlaub, Silke; Harendza, Sigrid; Keim, Rebecca; Scherer, Martin

doi:10.1016/j.pec.2017.05.030

Cited by 29 publications

(25 citation statements)

References 33 publications

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“…The medical students in our study show a decline of empathy during their undergraduate medical education [ 55 ]. Unfortunately, this is in line with observations of other groups in undergraduate [ 56 ] and postgraduate [ 57 ] medical students.…”

Section: Discussionmentioning

confidence: 99%

Verbal and non-verbal communication skills including empathy during history taking of undergraduate medical students

2018

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BackgroundVerbal and non-verbal aspects of communication as well as empathy are known to have an important impact on the medical encounter. The aim of the study was to analyze how well final year undergraduate medical students use skills of verbal and non-verbal communication during history-taking and whether these aspects of communication correlate with empathy and gender.MethodsDuring a three steps performance assessment simulating the first day of a resident 30 medical final year students took histories of five simulated patients resulting in 150 videos of physician-patient encounters. These videos were analyzed by external rating with a newly developed observation scale for the verbal and non-verbal communication and with the validated CARE-questionnaire for empathy. One-way ANOVA, t-tests and bivariate correlations were used for statistical analyses.ResultsFemale students showed signicantly higher scores for verbal communication in the case of a female patient with abdominal pain (p < 0.05), while male students started the conversations significantly more often with an open question (p < 0.05) and interrupted the patients significantly later in two cases than female students (p < 0.05). The number of W-questions asked by all students was significantly higher in the case of the female patient with abdominal pain (p < 0.05) and this patient was interrupted after the beginning of the interview significantly earlier than the patients in the other four cases (p < 0.001). Female students reached significantly higher scores for non-verbal communication in two cases (p < 0.05) and showed significantly more empathy than male students in the case of the female patient with abdominal pain (p < 0.05). In general, non-verbal communication correlated significantly with verbal communication and with empathy while verbal communication showed no significant correlation with empathy.ConclusionsUndergraduate medical students display differentiated communication behaviour with respect to verbal and non-verbal aspects of communication and empathy in a performance assessment and special differences could be detected between male and female students. These results suggest that explicit communication training and feedback might be necessary to raise students’ awareness for the different aspects of communication and their interaction.

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Section: Discussionmentioning

confidence: 99%

Verbal and non-verbal communication skills including empathy during history taking of undergraduate medical students

2018

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“…For example, even after graduation, medical students have difficulties obtaining symptom-based medical history. 12 Furthermore, a systematic review found that final-year medical students lack self-confidence, knowledge, and skills when it comes to prescribing. 13 When 27 medical students performed simulations of the removal of contaminated gloves, only two demonstrated correct donning and doffing techniques.…”

Section: Introductionmentioning

confidence: 99%

<p>Willingness and Self-Perceived Competence of Final-Year Medical Students to Work as Part of the Healthcare Workforce During the COVID-19 Pandemic</p>

AlSaif¹,

AlDhayan²,

Alosaimi³

et al. 2020

IJGM

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Purpose The coronavirus disease 2019 (COVID-19) pandemic may increase demand for healthcare professionals (HCPs), either because of a HCP shortage due to illness or because of the need to increase surge capacity. Final-year medical students are one of the resources potentially available to expand the workforce. There is a need to explore the willingness of final-year medical students to meet this demand, examine their perceived competence, and determine how their overall perceived competence correlates with their willingness. Methods A cross-sectional study using a self-administered electronic questionnaire was used. The questionnaire included demographic data, students’ self-perceived competence derived from the patient care theme of the Saudi Medical Education Directives (SaudiMED) framework, and their willingness to be measured on a 5-point Likert scale. The study targeted final-year medical students at King Saud University, Riyadh, Saudi Arabia. Results The number of participants was 134 (56.1% response rate), of whom 47 students (34.3%) were willing to work, while 31 (23.1%) were somewhat willing. The mean total self-perceived-competence score was 58.36/88 (66.3%). Demonstration of essential clinical skills had the highest mean score 11.48/16 (71.8%) among learning outcomes. There was a positive moderate correlation between willingness and mean perceived-competence score (Spearman correlation coefficient=0.45, p<0.001). Conclusion Fifty-seven percent of medical students were willing to work as part of the healthcare workforce during the COVID-19 pandemic. Better overall self-perceived competence appeared to correlate with more willingness. Students perceive themselves to be more competent in essential clinical skills. Appropriate training and supervision are suggested in all tasks assigned to them, with additional care required in areas with a lower perceived competence, such as prescription writing and essential clinical procedures.

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“…Studies and consensus papers on, ideas about, and models for integrating communicative skills into a curriculum have been published demonstrating the efficacy of communication skills training [17], [18], [19], [20], [21]. The teaching of communication skills is also a key element of MM2020.…”

Section: Methodsmentioning

confidence: 99%

Longitudinal curriculum development: gradual optimization of a biochemistry seminar

Schneider

Kühl

2019

GMS Journal for Medical Education; 36(6):Doc73

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Medical students’ communication skills in clinical education: Results from a cohort study

Cited by 29 publications

References 33 publications

Verbal and non-verbal communication skills including empathy during history taking of undergraduate medical students

Verbal and non-verbal communication skills including empathy during history taking of undergraduate medical students

<p>Willingness and Self-Perceived Competence of Final-Year Medical Students to Work as Part of the Healthcare Workforce During the COVID-19 Pandemic</p>

Longitudinal curriculum development: gradual optimization of a biochemistry seminar

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