Teaching Patient Communication Skills to Medical Students

Smith, Sherilyn; Hanson, Janice L.; Tewksbury, Linda; Christy, Cynthia; Talib, Nasreen; Harris, Mitchell A.; Beck, Gary L.; Wolf, Fredric M.

doi:10.1177/0163278706297333

Cited by 105 publications

(58 citation statements)

References 28 publications

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“…Moreover, a meta-analysis of 24 randomised controlled trials evaluating the effects of teaching interventions on medical students' patient communication skills showed that the two most effective teaching methods in improving student performance were direct feedback on a student-patient interview and small-group discussions. 7 However, none of the studies in the metaanalysis included student psychotherapy schemes or Balint groups, and we believe our study to be the first reported randomised controlled trial of these teaching methods, both of which revolve around small-group discussion and detailed feedback regarding the student's direct contact with patients, from either the student's supervisor in the case of the SPS or from the Balint group leader.…”

Section: Discussionmentioning

confidence: 98%

“…Many of the studies attempting to evaluate different methods for teaching communication skills lack a control group, 7 and often the main measurement is based on the student's own self-evaluation, which does not correlate with other measures, such as evaluation by their teachers, and may not be indicative of actual improvement as poorly performing students tend to overrate their ability. 8,9 Psychodynamic teaching at University College London School of Medicine…”

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confidence: 99%

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Psychodynamic approaches to teaching medical students about the doctor–patient relationship: randomised controlled trial

et al. 2011

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Good communication between a doctor and his or her patient serves two essential functions: to share clinical information and to establish a good doctor-patient relationship.1 Effective doctor-patient communication is associated with many benefits, which include patient satisfaction, adherence to treatment, symptom improvement, reduction in psychological distress, and patient's perception of physician competence.2 Moreover, the majority of complaints and lawsuits against doctors cite poor communication as the main cause of the patient's grievance.3 These findings have led to the prioritisation of teaching communication skills in medical school curricula in recent years, yet a number of issues still need to be considered. There is disagreement about what the most effective way of teaching communication skills is, but there is evidence that more experiential methods of learning are preferred by students and are more effective than didactic demonstrating or lecturing. 4 It is also not clear at what stage in their training and for what duration students should be taught communication skills, and whether different students are suited to different teaching methods. 5,6 Many programmes now use actors in simulated doctor-patient consultation scenarios and provide video feedback of the student's interviewing skills, but it is not clear how well these acquired skills translate to real encounters with patients. Many of the studies attempting to evaluate different methods for teaching communication skills lack a control group, 7 and often the main measurement is based on the student's own self-evaluation, which does not correlate with other measures, such as evaluation by their teachers, and may not be indicative of actual improvement as poorly performing students tend to overrate their ability. 8,9Psychodynamic teaching at University College London School of MedicineWe were interested in evaluating the effectiveness of two methods of teaching medical students about communication between doctor and patient and about the doctorpatient relationship: the University College London (UCL) student psychotherapy scheme (SPS) and Balint groups, both of which are based on a psychodynamic paradigm and are focused on increasing students' awareness and understanding of the emotional aspects of the doctor-patient relationship.At the beginning of each academic year all of the firstyear clinical medical students on the introductory course are invited to an introductory lecture about the SPS and Balint groups: interested students then volunteer to join. Each year, about 30-40% of the annual student intake Aims and method To evaluate the effectiveness of two psychodynamic psychotherapy teaching methods, a student psychotherapy scheme (SPS) and participation in a Balint group, in teaching first-year clinical medical students about doctor-patient communication and the doctor-patient relationship. The 28 students, who were randomly allocated to three groups (SPS group, Balint group starting at baseline and Balint group starting at 3 months and a...

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Section: Discussionmentioning

confidence: 98%

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confidence: 99%

Psychodynamic approaches to teaching medical students about the doctor–patient relationship: randomised controlled trial

et al. 2011

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“…19,80 Small group sessions are generally perceived positively by attendees, 6,71,77 and a recent meta-analysis has suggested that this modality is highly efficient in improving communication skills in medical students. 81 …”

Section: Small Groups and Workhopsmentioning

confidence: 99%

Sexual Health in Undergraduate Medical Education: Existing and Future Needs and Platforms

Shindel

Baazeem

Eardley

et al. 2016

The Journal of Sexual Medicine

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Introduction This article explores the evolution and current delivery of undergraduate medical education in human sexuality. Aim To make recommendations regarding future educational needs, principles of curricular development, and how the International Society for Sexual Medicine (ISSM) should address the need to enhance and promote human sexuality education around the world. Methods The existing literature was reviewed for sexuality education, curriculum development, learning strategies, educational formats, evaluation of programs, evaluation of students, and faculty development. Main Outcome Measures The prevailing theme of most publications in this vein is that sexuality education in undergraduate medical education is currently not adequate to prepare students for future practice. Results We identified components of the principles of attitudes, knowledge, and skills that should be contained in a comprehensive curriculum for undergraduate medical education in human sexuality. Management of sexual dysfunction; lesbian, gay, bisexual, and transgender health care; sexuality across genders and lifespan; understanding of non-normative sexual practices; sexually transmitted infections and HIV, contraception; abortion; sexual coercion and violence; and legal aspects were identified as topics meriting particular attention. Conclusion Curricula should be integrated throughout medical school and based on principles of adult learning. Methods of teaching should be multimodal and evaluations of student performance are critical. To realize much of what needs to be done, faculty development is critical. Thus, the ISSM can play a key role in the provision and dissemination of learning opportunities and materials, it can promote educational programs around the world, and it can articulate a universal curriculum with modules that can be adopted. The ISSM can create chapters, review documents, slide decks, small group and roleplay topics, and video-recorded materials and make all this material easily available. An expert consensus conference would be needed to realize these recommendations and fulfill them.

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“…[20][21][22][23] Research in radiology, critical care management, nursing, and family medicine has provided empirical evidence that formative feedback leads to significant improvements in skills acquisition. [24][25][26][27][28] In our study, the subjects were all learners at a very early stage in their medical education, and when these virtually laylearners were given formative feedback on videotaped performance of a learned skill, they showed similar improvement in skill retention to that demonstrated by advanced learners. [24][25][26][27][28] There is a paucity of data regarding BLS skills learning using videotape reviewing and feedback.…”

Section: Discussionmentioning

confidence: 85%

“…[24][25][26][27][28] In our study, the subjects were all learners at a very early stage in their medical education, and when these virtually laylearners were given formative feedback on videotaped performance of a learned skill, they showed similar improvement in skill retention to that demonstrated by advanced learners. [24][25][26][27][28] There is a paucity of data regarding BLS skills learning using videotape reviewing and feedback. Two previous studies about infant BLS found that acquisition of skills after CPR training by truly layrescuers varied from 33% to 72.5% with traditional teaching methods 8 and was 38% with self-directed learning using videotapes.…”

Section: Discussionmentioning

confidence: 85%

Comparison of Outcomes of Two Skills‐teaching Methods on Lay‐rescuers’ Acquisition of Infant Basic Life Support Skills

Shavit

Peled

Steiner

et al. 2010

Academic Emergency Medicine

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Objectives: The objective was to determine if lay-rescuers' acquisition of infant basic life support (BLS) skills would be better when skills teaching consisted of videotaping practice and providing feedback on performances, compared to conventional skills-teaching and feedback methods.Methods: This pilot-exploratory, single-blind, prospective, controlled, randomized study was conducted on November 12, 2007, at the Rappaport Faculty of Medicine, Technion-Israel Institute of Technology, Haifa, Israel. The population under study consisted of all first-year medical students enrolled in the 2007-2008 year. BLS training is part of their mandatory introductory course in emergency medicine. Twenty-three students with previous BLS training were excluded. The remaining 71 were randomized into four and then two groups, with final allocation to an intervention and control group of 18 and 16 students, respectively. All the students participated in infant BLS classroom teaching. Those in the intervention group practiced skills acquisition independently, and four were videotaped while practicing. Tapes were reviewed by the group and feedback was provided. Controls practiced using conventional teaching and feedback methods. After 3 hours, all subjects were videotaped performing an unassisted, lone-rescuer, infant BLS resuscitation scenario. A skills assessment tool was developed. It consisted of 25 checklist items, grouped into four sections: 6 points for ''categories'' (with specific actions in six categories), 14 points for ''scoring'' (of accuracy of performance of each action), 4 points for ''sequence'' (of actions within a category), and 1 point for ''order'' of resuscitation (complete and well-sequenced categories). Two blinded expert raters were given a workshop on the use of the scoring tool. They further refined it to increase scoring consistency. The main outcome of the study was defined as evidence of better skills acquisition in overall skills in the four sections and in the specific skills sets for actions in any individual category. Data analysis consisted of descriptive statistics. Results

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Teaching Patient Communication Skills to Medical Students

Cited by 105 publications

References 28 publications

Psychodynamic approaches to teaching medical students about the doctor–patient relationship: randomised controlled trial

Psychodynamic approaches to teaching medical students about the doctor–patient relationship: randomised controlled trial

Sexual Health in Undergraduate Medical Education: Existing and Future Needs and Platforms

Comparison of Outcomes of Two Skills‐teaching Methods on Lay‐rescuers’ Acquisition of Infant Basic Life Support Skills

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