Perspective matters: assessment of medical students' communication and interpersonal skills by simulated patients from the internal and external patient perspective

Prediger, Sarah; Harendza, Sigrid

doi:10.3205/zma001478

Cited by 4 publications

(4 citation statements)

References 18 publications

(20 reference statements)

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“…Different evaluation tools in the literature measure the patient-physician interview skills of students. 10,26 F o r example, Calgary-Cambridge Guides, 11 Interview Rating Scale, 12 Maastricht History-Taking and Advice Checklist (MAAS), 13 Brown Interview Checklist (BIC) 14 a n d Communication and Interpersonal Skills Questionnaire (ComCare) 15 are some of them. Calgary-Cambridge Guides was developed to describe effective patient-physician communication skills and provide an evidence-based structure for analyzing and teaching these skills in medical interview.…”

Section: Discussionmentioning

confidence: 99%

“…Communication and Interpersonal Skills Questionnaire (ComCare), from all patient-physician interview skills, evaluates students' "Communication" and "Interpersonal skills". 15,26 This form consists of 8 items: "using understandable language", "responding to questions and needs satisfactorily", "explaining the next diagnostic or treatment steps in a comprehensible way", "listening attentively", "showing a sincere interest in the patient as a human being", "being caring and showing compassion", "behaving in a way that made the patient feel comfortable around him/her", and "satisfaction with the consultation". All items are evaluated in one component.…”

Section: Discussionmentioning

confidence: 99%

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The Validity and Reliability of the Patient-Physician Interview Skill Evaluation Form in Five Steps

Tengiz

Başer²,

Sezer

et al. 2023

Kocaeli Üniversitesi Sağlık Bilimleri Dergisi

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Objective: Developing basic and clinical communication and clinical reasoning skills is crucial in facilitating medical school students' future medical practice. The path to these skills` development goes through conducting patient-physician interviews. This research aims to conducted to determine the validity and reliability of the Patient-Physician Interview Skill Evaluation Form(P-PISEF) to be used in performance-based tests in the evaluation of patient-physician interview skills. Methods: This study has a descriptive and methodological design and was carried out in June-December 2021. The data were collected from the performance of 197 students with the evaluation of 18 faculty members using the developed form. Explanatory and confirmatory factor analyses, Cronbach's alpha and item the total score was analyzed. Results: The distribution of the eighteen lecturers (38.88%) was associate professors. P-PISEF, comprising 46 articles, five main sections, and seven components. Lecturers were evaluated in a certain order with over 70% compliance. Over 90% of evaluators evaluated P-PISEF similarly. The Cronbach's Alpha (α) was found at 0.793. The KMO value in this study is 0.733, and the data is moderately adequate for analysis. The result of the Bartlett's test was 5983.586 (p<0.05). This measurement shows that the variable we are measuring is multivariate in the sample parameter (specialty, career step, etc.). The total variance explained in this study was 57.577. Conclusion: P-PISEF is an evaluation tool that can be used in patient-physician interview simulations of medical students. The results help curriculum planners to arrange programs that address the development of medical interview skills more effectively.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

The Validity and Reliability of the Patient-Physician Interview Skill Evaluation Form in Five Steps

Tengiz

Başer²,

Sezer

et al. 2023

Kocaeli Üniversitesi Sağlık Bilimleri Dergisi

View full text Add to dashboard Cite

show abstract

“…This study was intended to reflect the impact of these two perspectives, which are usually not fully coincident [ 47 , 48 ]. SPs are an adequate source of information on the “relational state” perspective [ 48 ], and their evaluations revealed differences with respect to the external evaluations [ 49 , 50 ]. In our study, the evaluations of the SPs and the EO were fairly well-aligned.…”

Section: Discussionmentioning

confidence: 99%

A Multifaceted Educational Intervention in the Doctor–Patient Relationship for Medical Students to Incorporate Patient Agendas in Simulated Encounters

et al. 2023

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From the beginning of their clinical training, medical students demonstrate difficulties when incorporating patient perspectives. This study aimed to assess if students, after an instructional programme, increased their sensitivity towards patients’ needs and carried out bidirectional conversations. An observational study involving 109 medical students prior to their clerkships was designed. They attended a five-step training programme designed to encourage the use of communication skills (CSs) to obtain patients’ perspectives. The course developed experiential and reflective educational strategies. The students improved their use of CSs throughout three sessions, and the overall score for these patient consultations went up in the opinions of both the external observer (EO) (5; 6.6; 7.5) and the simulated patients SPs (5.3; 6.6; 7.8). Most of the students (83.9%) considered that the CSs addressed were useful for clinical practice, particularly the interviews and the feedback received by the SP and the lecturer. The programme seems to help the students use CSs that facilitate a more bidirectional conversation in a simulated learning environment. It is feasible to integrate these skills into a broader training programme. More research is needed to assess whether the results are applicable to students in real settings and whether they influence additional outcomes.

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“…Studying a pre-recorded “real” consultation as reference is certainly as powerful a learning tool as the so called “sitting in” as an observer in a presence situation [ 6 ], and as recording and playback of a clinical situation, like you describe from the “Clinical Communication Course” at the School of Clinical Medicine in Cambridge. Since we discovered that simulated patients’ ComCare scale ratings differed from the internal and external patient perspective [ 7 ] we are planning further learning opportunities for the training participants where they can watch their own consultation videos and receive personal feedback from the simulated patients and attendings. Thank you again for the suggestions on medical teaching.…”

Section: Authors’ Replymentioning

confidence: 99%

Re: Evaluation of a telemedicine-based training for final-year medical students including simulated patient consultations, documentation, and case presentation

Harendza

2021

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Perspective matters: assessment of medical students' communication and interpersonal skills by simulated patients from the internal and external patient perspective

Cited by 4 publications

References 18 publications

The Validity and Reliability of the Patient-Physician Interview Skill Evaluation Form in Five Steps

The Validity and Reliability of the Patient-Physician Interview Skill Evaluation Form in Five Steps

A Multifaceted Educational Intervention in the Doctor–Patient Relationship for Medical Students to Incorporate Patient Agendas in Simulated Encounters

Re: Evaluation of a telemedicine-based training for final-year medical students including simulated patient consultations, documentation, and case presentation

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