Student attitudes towards communication skills training in a medical college in Western Nepal

Shankar, Pathiyil Ravi; Ak, Dutta; Mishra, Pranaya; Deshpande, V Y; Chandrasekhar, Tara; Shivananda, P G

doi:10.1080/13576280500534693

Cited by 66 publications

(108 citation statements)

References 20 publications

(13 reference statements)

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“…The PAS scores are comparable with the other studies, 7,10,11 however the NAS scores are very less than the scores of the medical students of Nepal, 11,12 Sri Lanka 13 and Iran. 10 These results may motivate the implementation of "communication skill training program" to the medical students, as positive attitude reflects caring patient orientation, thus a better health outcome.…”

Section: Discussionsupporting

confidence: 77%

“…In the present study there were no significant gender differences in the positive and negative attitude scores of the medical students. Though these results go contradictory to many previous studies done in UK, 7 Iran, 11 two studies -One on Nepal medical studentsl 11 and other on Srilankan medical students 13 observed a similar outcome. These controversial results suggest the need for more studies in the Indian context, in the future, that explores the gender difference in the attitude of medical students towards learning communication skills.…”

Section: Discussioncontrasting

confidence: 56%

“…[10][11][12]15 These results can be explained by the fact that, in first and second year of MBBS, the students are primarily dealt with class room lectures, whereas third and fourth-year medical student training is much more focused on clinical work, and Interns work in the real clinical environment.…”

Section: Discussionmentioning

confidence: 97%

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A Study on Attitude of Medical Students Towards Learning of Communication Skills

Venkatesh¹,

K²,

Deepika³

2014

jemds

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BACKGROUND: Effective physician -patient communication is very important to positive health outcomes. Assessment of attitude of medical students towards learning communication skills may help medical educators to devise effective plans to orient the students towards learning communication skills. Owing to the scarcity of data in Indian context, the present study aimed to assess the attitude of medical students towards learning communication skills at a private medical college in Pondicherry, India. OBJECTIVES: 1. To assess the attitude of medical students towards learning communication skills. 2. To compare the results of attitude scores among the medical students. MATERIALS AND METHODS: A cross-sectional study involving 300 undergraduate medical students involving both male and female, in the age groups of 18-23 years were selected and were divided into five groups depending on their year of study. Data was collected using communication skills attitude scale (CSAS), which consists of 26 items, 13 indicative of positive attitude and 13 indicative of negative attitude toward learning communication skills. The positive and negative attitude scale scores were calculated and compared among different groups using SPSS software version 22. P < 0.05 was considered to be statistically significant. RESULTS: The mean scores for Positive attitude scale (PAS) and Negative attitude scale (NAS) of the medical students were 51.7±6.92 and 29.8±5.98 respectively. There was no statistically significant gender difference in the PAS and NAS scores. However significant differences were observed between the groups. First year medical students had a significantly lower PAS and high NAS scores compared to the other groups (p < 0.0001). CONCLUSION: Medical students have strong positive attitudes towards learning communication skills; hence communication skill training programs may be incorporated in the undergraduate medical curriculum. However negative attitudes should not be ignored, as they may subdue the importance of such programs. Further difference in experiences of interaction with patients does interfere with the perception of the importance of learning communication skills.

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Section: Discussionsupporting

confidence: 77%

Section: Discussioncontrasting

confidence: 56%

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A Study on Attitude of Medical Students Towards Learning of Communication Skills

Venkatesh¹,

K²,

Deepika³

2014

jemds

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“…It also tests the mental attendance and the students' attitude towards patients. 6 Moreover, because OSPE questions are structured with marks to each point or instructions all the objectives of teachinglearning can be tested and each aspect can be assigned the desired weightage. 7 It also helps to minimize or prevent patient and examiner variability thus improving the validity of the examination.…”

Section: Introductionmentioning

confidence: 99%

Objective Structured Practical Examination: our experience in Pharmacology at Goa Medical College, Bambolim-Goa, India

Chandelkar

Rataboli

et al. 2015

Int J Sci Rep

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Background: Practical examination is an important component of evaluation in the medical curriculum. OSPE (objective structured practical examination) pattern has structured questions with marks for each point and all the objectives of teaching-learning can be tested and assigned the desired weightage. Methods: The evaluation was done for 146 II MBBS students in Pharmacology. Every student had to spend two minutes each for dosage form (DF) and drug advice (DA) at their respective stations. All the students had to attempt same questions to avoid bias of evaluation. Checklist was provided to the faculty who functioned as observers. Results: All the students believed that OSPE tests practical skills. Most of the students rated OSPE as better than traditional viva or table work. Almost half the students were satisfied with the present setup. Since it tests practical skills better, all the faculty were in favour of conducting the entire practicals in OSPE setup. 50% of faculty proposed need of incorporating injection technique on dummies which will help the students to learn injection techniques well. Conclusions: It is often difficult to measure practical knowledge and applications by written practical examinations. In such situation OSPE can be structured and standardized to evaluate the clinical applications.

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“…Role plays have been used in other studies to impart breaking bad news, 8 and to teach students to communicate with simulated patients and provide drug and non-drug information. 9,10 In our module students were asked to do a role play on counselling couples to stress the cafeteria approach of counselling for contraception. The students were asked to enact two scenarios.…”

Section: Discussionmentioning

confidence: 99%

Contraception module: innovative strategies to improve students learning

Jayasree

Arunasolamme

2015

Int J Reprod Contracept Obstet Gynecol

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Student attitudes towards communication skills training in a medical college in Western Nepal

Abstract: Communication skills training should be modified and strengthened. Formal courses during the clinical years are required. Training sessions for the faculty and further studies across different semesters and in different medical colleges in Nepal are needed.

Cited by 66 publications

References 20 publications

A Study on Attitude of Medical Students Towards Learning of Communication Skills

A Study on Attitude of Medical Students Towards Learning of Communication Skills

Objective Structured Practical Examination: our experience in Pharmacology at Goa Medical College, Bambolim-Goa, India

Contraception module: innovative strategies to improve students learning

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