Teaching patient-centered communication skills: a telephone follow-up curriculum for medical students

Saba, George; Chou, Calvin L.; Satterfield, Jason M.; Hauer, Karen E.; Poncelet, Ann; Chen, H. Carrie

doi:10.3402/meo.v19.22522

Cited by 35 publications

(40 citation statements)

References 16 publications

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“…Educational content assessed included 'ask-teach-ask' skills such as asking the patient about their concerns, mapping out self-management action plans and 'closing the loop' by asking the patient to repeat the content back in their own words. The results demonstrated that the intervention group obtained significantly higher performance scores for three of the seven educational tasks which specifically related to seeking patient concerns, providing information and checking patient understanding (Saba et al, 2014).…”

Section: Patient Education Training For Health Professional Studentsmentioning

confidence: 79%

“…Less than half of all studies within the review specifically assessed student performance following the intervention (Campbell et al, 1996;Papadakis et al, 1997;Bosse et al, 2012;Saba et al, 2014). In addition, only four studies assessed student self-efficacy in relation to patient education (James et al, 2003;Goldenberg et al, 2005;Bosse et al, 2012).…”

Section: Patient Education Training For Health Professional Studentsmentioning

confidence: 99%

“…Six studies within the review described the intervention clearly (Campbell et al, 1996;Little, 2006;Bosse et al, 2012;Saba et al, 2014;Hultquist et al, 2015). These interventions varied significantly and included simulated patients and role play (Campbell et al, 1996;Bosse et al, 2012), a protocol of demonstration-practice-feedback (Little, 2006) and real patient contact through phone calls (Saba et al, 2014) or home visits (Hultquist et al, 2015).…”

Section: Patient Education Training For Health Professional Studentsmentioning

confidence: 99%

“…These interventions varied significantly and included simulated patients and role play (Campbell et al, 1996;Bosse et al, 2012), a protocol of demonstration-practice-feedback (Little, 2006) and real patient contact through phone calls (Saba et al, 2014) or home visits (Hultquist et al, 2015). Only one study directly assessed student performance of specific patient education content following the training intervention (Saba et al, 2014). The researchers' used a training intervention that included medical students (n=41) using follow up phone calls of four patients each to practice communication and education skills.…”

Section: Patient Education Training For Health Professional Studentsmentioning

confidence: 99%

“…One week post intervention, group B demonstrated a significantly higher proportion of correct technique, indicating potentially better demonstration skills, although skills in demonstration were not explicitly assessed. Saba et al, 2014 Non-blinded repeated measures parallel group design.…”

Section: Goldenberg Et Al 2005mentioning

confidence: 99%

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Patient education best practice; enhancing physiotherapy students’ self-efficacy and skills

Forbes¹

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Patient education is an important component of physiotherapy care and a required competency for entry-level practice. Despite its important role, how physiotherapists deliver patient education in practice and the specific competencies required to provide this effectively are currently unknown. Understanding how the current curriculum prepares graduates as patient educators and whether training can enhance self-efficacy and skills of physiotherapy students to perform patient education is an important step in advancing professional practice in this area.Following a review of the literature which demonstrates a gap in this research, this thesis incorporates five studies (five manuscripts) with the overall aims to 1) explore how patient education is practiced and perceived by physiotherapists; 2) determine key differences in practices and perceptions based on levels of clinical experience; 3) identify the competencies required for physiotherapists in the area of patient education; 4) investigate the patient education self-efficacy of new-graduates and the influence of previous training, and 5) determine the effect of a patient education training intervention on physiotherapy students' self-efficacy and performance.Study 1 (Manuscript 1) was a cross sectional survey of practicing physiotherapists in Australia. This study investigated the self-reported practices and perceptions of physiotherapists relating to patient education, and their perception of factors that led to their development of patient education skills. Participants (n=304) reported a broad range of educational activities and approaches in their practice, it was therefore deemed important to understand how practice and perception may differ based on levels of experience.Study 2 (Manuscript 2) compared the self-reported practices and perceptions of experienced (n=204) and novice (n=52) physiotherapists. Experienced therapists reported a greater use of educational content consistent with patient-centred practice and a greater emphasis on self-management. Experienced therapists also reported a higher frequency of explicitly evaluating the effectiveness of their education than novice physiotherapists and perceived fewer patient-related factors as barriers to effective patient education.Findings from this study inform the patient education training needs of student and novice physiotherapists.Study 3 (Manuscript 3) involved a two-round Delphi approach using expert physiotherapists (n=12) to generate and reach consensus on competencies that physiotherapists require for effective patient education. This study led to the consensus of a set of 22 competencies with a high level of expert agreement. Importantly, these competencies aided the development of a self-efficacy and performance assessment measure for the following two studies as well as contributing to further understanding patient education training needs. with simulated patients, feedback and debriefing. Specific outcome measures were developed using the competencies derived from Study 3. A step-...

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Section: Patient Education Training For Health Professional Studentsmentioning

confidence: 79%

Section: Patient Education Training For Health Professional Studentsmentioning

confidence: 99%

Section: Patient Education Training For Health Professional Studentsmentioning

confidence: 99%

Section: Patient Education Training For Health Professional Studentsmentioning

confidence: 99%

Section: Goldenberg Et Al 2005mentioning

confidence: 99%

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Patient education best practice; enhancing physiotherapy students’ self-efficacy and skills

Forbes¹

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Interventions for improving medical students' interpersonal communication in medical consultations

Gilligan

Powell

Lynagh

et al. 2021

Cochrane Database of Systematic Reviews

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Involving Medical Students in Providing Patient Education for Real Patients: A Scoping Review

Vijn¹,

Fluit

Kremer³

et al. 2017

J GEN INTERN MED

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BackgroundStudies suggest that involving students in patient education can contribute to the quality of care and medical education. Interventions and outcomes in this field, however, have not yet been systematically reviewed. The authors examined the scientific literature for studies on interventions and outcomes of student-provided patient education.MethodsFour databases (MEDLINE, EMBASE, ERIC, PsycINFO) were searched for studies reporting patient education, undergraduate medical students, and outcomes of patient education, published between January 1990 and October 2015. Facilitators of and barriers to educational interventions were assessed using the Learning Transfer System Inventory. The learning yield, impact on quality of care, and practical feasibility of the interventions were rated by patients, care professionals, researchers, and education professionals.ResultsThe search resulted in 4991 hits. Eighteen studies were included in the final synthesis. Studies suggested that student-provided patient education improved patients’ health knowledge, attitude, and behavior (nine studies), disease management (three studies), medication adherence (one study), and shared decision-making (one study). In addition, involving students in patient education was reported to enhance students’ patient education self-efficacy (four studies), skills (two studies), and behavior (one study), their relationships with patients (two studies), and communication skills (two studies).DiscussionOur findings suggest that student-provided patient education—specifically, student-run patient education clinics, student-provided outreach programs, student health coaching, and clerkships on patient education—has the potential to improve quality of care and medical education. To enhance the learning effectiveness and quality of student-provided patient education, factors including professional roles for students, training preparation, constructive supervision, peer support on organizational and individual levels, and learning aids should be taken into account. Future research should focus on further investigating the effects found in this study with high-level evidence.

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Teaching patient-centered communication skills: a telephone follow-up curriculum for medical students

Cited by 35 publications

References 16 publications

Patient education best practice; enhancing physiotherapy students’ self-efficacy and skills

Patient education best practice; enhancing physiotherapy students’ self-efficacy and skills

Interventions for improving medical students' interpersonal communication in medical consultations

Involving Medical Students in Providing Patient Education for Real Patients: A Scoping Review

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