Teaching medical interviewing

Carroll, J. Gregory; Monroe, Judy

doi:10.1097/00001888-197906000-00009

Cited by 21 publications

(2 citation statements)

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“…History‐taking contributes more to diagnosis of most medical patients than physical examination and laboratory investigation (Hampton et al 1975), and the interview may form a large part, if not all, of the treatment process (Balint 1964). The price of poor communication skills can include poor compliance (Ley & Spelman 1967; Ley 1982), patient dissatisfaction (Reynolds 1978) and an increase in incidence of litigation (Carroll & Monroe 1979). Exposure to patients during clinical practice is not sufficient to ensure that these skills develop through a process of hopeful osmosis.…”

Section: Introductionmentioning

confidence: 99%

“…The value of videorecording and feedback is well established (Maguire et al 1978; Goldberg et al 1980). However, although these techniques may help to maintain skills (Maguire et al 1986, 1989) they can compound problems by focusing too much on the interviewer's mannerisms and appearance (Carrol & Monroe 1979). Indeed, some research suggests that instructions which include explicit statements of interview skills with demonstrations and hands‐on experience are more effective (Hatter et al 1977).…”

Section: Introductionmentioning

confidence: 99%

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Teaching psychiatric interview skills to medical students

Lovett

Cox²,

Abou‐Saleh

1990

Medical Education

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A teaching package is described for teaching interview skills to large blocks of medical students whilst on their psychiatric attachment. The aims of this package are to reduce students' concerns about interviewing psychiatric patients, to reinforce students' knowledge of basic interviewing skills and to introduce students to the particular skills required in taking a psychiatric history and mental state examination. The package emphasizes the following teaching methods: 'hands-on' experience of interviewing a patient in front of small groups of peers; peer feedback using check-lists which focus on three major aspects of interviewing; elicitation of facts, elicitation of feelings and control of the interview; facilitation of small-group discussions in the presence of senior psychiatrist. The active involvement of all students in interviewing psychiatric patients engages them in the learning process. Peer involvement increases motivation and was deemed by students as a supportive and constructive exercise. The presence of a senior psychiatrist ensures that discussion is focused on the process of interviewing rather than on patient pathology. Ideally this package would precede focused training throughout the subsequent psychiatric placement.

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