ESPITE WIDESPREAD ACknowledgment of the importance of improved patientphysician communication, 1,2 teaching of communications skills has not been systematically integrated into most medical school curricula 3,4 and has not been subjected to evaluation across different schools. 5 Furthermore, few standardized assessment instruments specifically measure students' communications performance. [6][7][8]
METHODS
InterventionThree medical schools-New York University, University of Massachusetts, and Case Western Reserve Universityinitiated a curriculum in 2000-2001 to teach a common set of communications competencies during the third clerkship year, based on an established educational model. Although implementation at the 3 schools reflected differences in their culture, history, and curricular organization, the interventions shared 4 common characteristics. First, they used a documented model for teaching communications skills 9,10 that relies on experiential teaching modes;