Teaching Medical Interviewing: The Lipkin Model

Lipkin, Mack; Kaplan, Craig; Clark, William D.; Novack, Dennis H.

doi:10.1007/978-1-4612-2488-4_36

Cited by 42 publications

(44 citation statements)

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“…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; simultaneous attention to knowledge, skills, and attitudes; and learnercentered educational approaches. Second, the interventions addressed a common set of competencies grounded in relevant literature 11 and organized around the structure, sequence, and function of the medical interview.…”

Section: Interventionmentioning

confidence: 99%

“…The teaching approach was also standardized across the curricula. 9,10 It relied on an iterative process that incorporated demonstration of interviewing skills by clerkship directors and faculty, experiential learning techniques (eg, student interaction with standardized patients [SPs]), individualized feedback, and student self-reflection on how their attitudes and values affected their performance. The core skills were taught as integral to mastery of designated clerkship topics at each school (TABLE 1).…”

Section: Interventionmentioning

confidence: 99%

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Effect of Communications Training on Medical Student Performance

Yedidia¹

2003

JAMA

427

240

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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;

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Section: Interventionmentioning

confidence: 99%

Section: Interventionmentioning

confidence: 99%

Effect of Communications Training on Medical Student Performance

Yedidia¹

2003

JAMA

427

240

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“…This model developed specifically for oncologists was based on one used extensively in the US (Lipkin et al, 1995). Briefly, courses were learner-centred, incorporating cognitive, affective and behavioural components.…”

Section: The Training Modelmentioning

confidence: 99%

Enduring impact of communication skills training: results of a 12-month follow-up

et al. 2003

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The efficacy of a communication skills training programme was shown through a randomised trial. Oncologists (N ¼ 160) from 34 cancer centres were allocated to written feedback plus course; course alone; written feedback alone or control. Each clinician had 6 -10 interviews with patients videotaped at baseline and 3 months postintervention. Analysis of videotapes revealed improvements in the communication skills of clinicians randomised to training (n ¼ 80) compared with others (n ¼ 80). A 12-month follow-up assessment is reported here. Robust Poisson conditional analyses of counts of changes in communication behaviours revealed no demonstrable attrition in those who had shown improvement previously, including fewer leading questions, appropriate use of focused and open-ended questions and responses to patient cues. Additional skills, not apparent at 3 months, were now evident; the estimated effect sizes corresponded to 81% fewer interruptions (P ¼ 0.001) and increased summarising of information to 38% (P ¼ 0.038). However, expressions of empathy (54%, P ¼ 0.001) declined. The overall results show that 12 -15 months postintervention, clinicians had integrated key communication skills into clinical practice and were applying others. This is the first RCT to show an enduring effect of communication skills training with transfer into the clinic.

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“…All had participated in or facilitated learning experiences of the AAPP that are derived in part from rogerian methods and focus participants on the relation between their personal and professional lives. 33 Six of the 8 investigators and 1 of the 2 external reviewers were also associated with AAPP. Although 2 of the investigators principally involved in data analysis were not associated with AAPP (S M W, J A C) and data analysis methods were used to ensure that our explanatory framework arose from the data and not preconceived theory, the experience, beliefs, and assumptions of researchers can subconsciously influence data interpretation.…”

mentioning

confidence: 99%

Personal growth in medical faculty: a qualitative study

Kern

Wright

Carrese

et al. 2001

Western Journal of Medicine

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ⅷ Background A physician's effectiveness depends on good communication, and cognitive and technical skills used with wisdom, compassion, and integrity. Attaining the last attributes requires growth in awareness and management of one's feelings, attitudes, beliefs, and life experiences. Yet, little empiric research has been done on physicians' personal growth. ⅷ Objective To use qualitative methods to understand personal growth in a selected group of medical faculty. ⅷ Design Case study, using open-ended survey methods to elicit written descriptions of respondents' personal growth experiences. ⅷ Setting United States and Great Britain. ⅷ Participants Facilitators, facilitators-in-training, and members of a personal growth interest group of the American Academy on Physician and Patient, chosen because of their interest, knowledge, and experience in the topic area and their accessibility. ⅷ Measurements Qualitative analysis of submitted stories included initially identifying and sorting themes, placing themes into categories, applying the categories to the database for verification, and verifying findings by independent reviewers. ⅷ Results Of 64 subjects, 32 returned questionnaires containing 42 stories. Respondents and nonrespondents were not significantly different in age, sex, or specialty. The analysis revealed 3 major processes that promoted personal growth: powerful experiences, helping relationships, and introspection. Usually personal growth stories began with a powerful experience or a helping relationship (or both), proceeded to introspection, and ended in a personal growth outcome. Personal growth outcomes included changes in values, goals, or direction; healthier behaviors; improved connectedness with others; improved sense of self; and increased productivity, energy, or creativity. ⅷ Conclusions Powerful experiences, helping relationships, and introspection preceded important personal growth. These findings are consistent with theoretic and empiric adult learning literature and could have implications for medical education and practice. They need to be confirmed in other physician populations.

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Teaching Medical Interviewing: The Lipkin Model

Cited by 42 publications

References 0 publications

Effect of Communications Training on Medical Student Performance

Effect of Communications Training on Medical Student Performance

Enduring impact of communication skills training: results of a 12-month follow-up

Personal growth in medical faculty: a qualitative study

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