Research in medical education. Research and learning in psychiatric interviewing

Muslin, Hyman L.; Singer, Paul R.; Meuser, Michael; Leahy, Janet

doi:10.1097/00001888-196803000-00011

Cited by 7 publications

(6 citation statements)

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“…Researchers have also tested the relationship between students’ personality variables and ability to interview. Muslin et al (1968) found that students’ scores on measures of authoritarianism and anxiety did not correlate with observed improvements in students’ interviewing ability, a finding replicated by Robbins et al (1979). Using the Eysenck Personality Inventory (Eysenck & Eysenck 1968) and the Personal Orientation Inventory (Knapp 1975) as predictors of ability to learn and practise interview behaviours, Robbins et al (1979) found that neither correlated with observed interpersonal effectiveness.…”

Section: Introductionmentioning

confidence: 74%

Psychological tests to measure the effects of medical education on students’ interpersonal skills

et al. 1989

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The consulting skills required of medical students and practitioners have been categorized into a number of specific skills, two of which are: students' ability to empathize with the patient; and ability to decode non-verbal cues given by the patient in the interview. Training programmes to improve students' consulting skills are usually evaluated using analysis of students' actual interview behaviours with patients. Broad psychological and personality tests have also been used to measure changes in students' interviewing skills, but have generally not been successful. The hypothesis is advanced that more specific tests of the skills of interviewing, such as non-verbal sensitivity and empathy, would detect changes in students' ability to display these skills. As part evaluation of a consulting skills training programme, clinical students completed psychological tests of empathy and non-verbal sensitivity. Subsequent comparisons between trained and control student groups revealed no clear pattern in test results. These data suggest that specific psychological tests of empathy and non-verbal sensitivity may be no more effective in detecting changes in students' interpersonal skills than global personality measures.

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Section: Introductionmentioning

confidence: 74%

Psychological tests to measure the effects of medical education on students’ interpersonal skills

et al. 1989

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“…There are three possible explanations for this: the scale is invalid; the examination is invalid; the examination and the rating scale measure different abilities. As already noted other investigators such as Muslin (8) have asserted that formal examinations and ratings of interview performance probably measure different functions, and this was accepted as the most likely explanation for the complete lack of correlation.…”

Section: Indicatorsmentioning

confidence: 78%

“…Indeed, there is accumulating evidence that skill in interviewing may be independent of other commonly used performance indicators. Muslin (8) in comparing medical students' scores on an interview rating scale with scores on a test following the viewing of a filmed interview, states:-"these two approaches seem to be evaluating different functions . .…”

mentioning

confidence: 99%

Measuring Interviewing Skill: The Queen's University Interviewer Rating Scale (QUIRS)

Jarrett

Waldron

Burra

et al. 1972

Canadian Psychiatric Association Journal

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“…The use of lecture/discussion, practice interviews, and direct feedback-without live demonstration-also achieved significant gains on cognitive, affective, and observational measures (Carpenter and Kroth, 1976;Fine and Therrien, 1977;Goroll et al, 1974;Muslin et al, 1968;Scott et al, 1973;Taylor and Berven, 1974;Zisook et al, 1979).…”

Section: Instructional Methodsmentioning

confidence: 99%

Teaching Clinical Interviewing in the Health Professions

Carroll

Monroe

1980

Eval Health Prof

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Empirical research on the teaching of interview skills has consistently shown significant (at p≤.05 level) changes on cognitive tests, affective measures, and observational data for students of various programs in the health professions. Most studies were simply comparisons of stu dents' pretest and posttest scores, with little control over possible confounding factors. Relatively few studies have in cluded direct comparisons of alternative approaches to the teaching of interview skills. These studies are examined in de tail, and trends among them are noted for the design of instructional programs. Also noted are the implications of these studies for future research.

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Research in medical education. Research and learning in psychiatric interviewing

Cited by 7 publications

References 0 publications

Psychological tests to measure the effects of medical education on students’ interpersonal skills

Psychological tests to measure the effects of medical education on students’ interpersonal skills

Measuring Interviewing Skill: The Queen's University Interviewer Rating Scale (QUIRS)

Teaching Clinical Interviewing in the Health Professions

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