The long-term effectiveness of interpersonal skills training in medical schools

Kauss, D R; Robbins, Alan S.; Abrass, Itamar B.; Bakaitis, Rachael; Anderson, L A

doi:10.1097/00001888-198007000-00005

Cited by 25 publications

(19 citation statements)

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“…Rater: observer or peer/group member. 33 of the selected studies used more than one type of perspective or method to study empathy in medicine [25,26,37,41,[57][58][59][60]64,65,92,[98][99][100][101][102][103][104][105]107,[109][110][111][112][113][114][115][116][117][118][119][120][121]. From a methodological perspective, it is worth noting that over half of these studies indicate that the levels of empathy measured depends on both the perspective and the method used (see [25,26,37,[57][58][59][60]98,103,104,107,[109][110][111][112]…”

Section: Not Described Not Describedmentioning

confidence: 99%

Empirical research on empathy in medicine—A critical review

Pedersen

2009

Patient Education and Counseling

244

202

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Section: Not Described Not Describedmentioning

confidence: 99%

Empirical research on empathy in medicine—A critical review

Pedersen

2009

Patient Education and Counseling

244

202

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“…Six effect sizes (16%) were in the domain of empathic accuracy. These included studies that trained perceivers to judge the thoughts and feelings of others using the empathic accuracy paradigm (Barone et al, 2005) or Affective Sensitivity Scale (Bullmer, 1972;Kauss, Robbins, Abrass, Bakaitis, & Anderson, 1980;Robbins et al, 1979), or perceive dimensions of positivity and dominance in interpersonal communication using the Profile of Nonverbal Sensitivity (Hansford, 1977;Rosenthal, Hall, DiMatteo, Rogers, & Archer, 1979). Four effect sizes were in the domain of perceiving others' level of comprehension (Jecker, MacCoby, & Breitrose, 1965;Machida, 1986;Webb, Diana, Luft, Brooks, & Brennan, 1997).…”

Section: Study Characteristics/summary Of the Existing Literaturementioning

confidence: 99%

The Effectiveness of Training to Improve Person Perception Accuracy: A Meta-Analysis

Blanch‐Hartigan¹,

Andrzejewski

Hill

2012

Basic and Applied Social Psychology

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Section: An 'Education Community'mentioning

confidence: 99%

“…Unfortunately, research evidence is lacking in the area of attitudes, and many of the suggestions made above are based on opinion. Many of the studies that have been carried out show that the interventions discussed have only a temporary positive effect 54 or do not change key aspects such as empathy 55 .In addition, the relationships between education, attitudes and behaviour are not clear 15 ; for example, some papers suggest that an increased awareness of psychosocial issues does not equate with a willingness to pursue such issues in practice 15 . This reinforces the importance of undertaking more research, with longer follow-up periods and more effective tools for evaluating behaviour change in this genuinely difficult area.…”

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confidence: 99%

Professional attitudes: can they be taught and assessed in medical education?

2002

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-The medical profession is under increasing scrutiny with regard to the undesirable attitudes and behaviours of some of its members. Despite the setting of objectives for professional attitudes, it remains unclear how these can be taught and assessed. Having defined 'attitudes' , we consider some of the influences upon the development of professional attitudes within medicine. We then review possible ways of encouraging desirable attitudes and behaviours. Finally, we review and critique the main types of attitude assessment. We conclude that attitudes are complex, that the influence of medical culture is crucial, and that feasible assessment tools have yet to be developed. Key words: assessment, CPD, General MedicalCouncil, medical education, professional attitudes.The performance of doctors has come under increasing scrutiny in both the USA and the UK. This reflects the public's concern over what are perceived to be the inappropriate attitudes and behaviours of some members of the profession, together with an apparent lack of accountability. Sir Donald Irvine, President of the UK's General Medical Council (GMC), has called for a 'new professionalism' and has highlighted the fact that 'the public's unfulfilled expectations of doctors are crucially about attitudes' 1 . Similarly, in the USA, the definition of a profession (attributed to Supreme Court Justice Louis Brandels) stresses altruistic attitudes: 'A profession … cherishes performance … above personal rewards' 2 .How can medical students and doctors be encouraged to develop desirable attitudes? In the UK, medical schools have been revising their curricula in response to the recommendations published by the GMC in Tomorrow's doctors 3 . For the first time, the GMC has presented UK medical schools with a list of 'attitudinal objectives' that students are expected to have acquired and demonstrated by the time they graduate (Table 1). At postgraduate level, the GMC has published Good medical practice 4 , which contains a list of 14 'duties of a doctor' which are similar to, but not exactly the same as, the undergraduate attitudinal objectives ( Table 2). The GMC's approach to attitudes is not new. It mirrors aspects of 'the ideal internist' , a concept first put forward by the American Board of Internal Medicine (ABIM) in the 1970s 5 . More recently, the importance of attitudes has been reiterated in the USA in the form of learning objectives for medical student education. These have been proposed both by the Association of American Medical Colleges (AAMC) 6 and by a collaboration of the Society of General Internal Medicine (SGIM), the Clerkship Directors in Internal Medicine (CDIM) and the Division of Medicine at the US Department of Health and Human Services 7 . How are these objectives to be taught and assessed? At a conference organised by the GMC in 1997 it was acknowledged that 'the teaching and assessment of professional attitudes was proving to be the most difficult element of the new guidance' 8 , and the AAMC concluded that 'universally agre...

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The long-term effectiveness of interpersonal skills training in medical schools

Cited by 25 publications

References 0 publications

Empirical research on empathy in medicine—A critical review

Empirical research on empathy in medicine—A critical review

The Effectiveness of Training to Improve Person Perception Accuracy: A Meta-Analysis

Professional attitudes: can they be taught and assessed in medical education?

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