Validation of the ComCare index for rater-based assessment of medical communication and interpersonal skills

Gärtner, Julia; Bußenius, Lisa; Schick, Kristina; Prediger, Sarah; Kadmon, Martina; Berberat, Pascal O.; Harendza, Sigrid

doi:10.1016/j.pec.2021.07.051

Cited by 4 publications

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“…The communicative and interpersonal skills, measured by the simulated patients in our study with the ComCare index after history taking [31], did not significantly differ between the ITW and the control group. Communication competency with patients is gained longitudinally at our medical school [37] according to recently published guidelines [38].…”

Section: Discussionmentioning

confidence: 50%

“…Assessment of communicative and interpersonal skills with the ComCare index The simulated patients, who were blinded to the ITW participation status of the students, assessed the participants' communicative and interpersonal skills after every interview with the validated ComCare index [31]. It consists of three items related to communication ('language', 'needs', and 'next steps') and four items related to interpersonal skills ('listening', 'interest', 'compassion', and 'atmosphere'), loading on one factor as an overall score.…”

Section: Rating Instruments and Student Assessmentmentioning

confidence: 99%

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Assessment of final-year medical students’ entrustable professional activities after education on an interprofessional training ward: A case-control study

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Introduction Interprofessional training wards (ITWs) are implemented to provide medical students with a holistic and authentic health care experience to improve their clinical competencies. Controlled outcome studies assessing students’ competencies after ITW-training are uncommon. In this case-control study, we assessed final-year medical students who received ITW-training regarding entrustable professional activities (EPAs) and communicative as well as social competencies. Methods In March 2021, 32 final-year students, 16 with (ITW group) and 16 without (control group) a previous four-week placement on an ITW participated in a training simulating the first day of residency. The simulated patients assessed students’ communication and interpersonal skills for history taking with the ComCare index after every consultation. Twelve prospective EPAs were assessed by three senior physicians after watching videos of the students’ case presentations. Results While baseline characteristics and ComCare index ratings were not significantly different between the two groups, the overall mean entrustment level for the 12 EPAs was significantly higher (p < 0.001) in the ITW group compared to the control group (median = 3.15 versus 2.22). The interrater reliability for all EPAs was high and entrustment in students from the ITW group was significantly higher in 10 out of 12 EPAs. Discussion ITW training seems to prepare medical students well to practice competencies which are relevant for prospective entrustment decisions and can be deduced by senior physicians from case presentations. Further studies with larger student cohorts are needed to corroborate this finding and observable EPAs could also be defined to assess students’ competencies after ITW training.

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Section: Discussionmentioning

confidence: 50%

Section: Rating Instruments and Student Assessmentmentioning

confidence: 99%

Assessment of final-year medical students’ entrustable professional activities after education on an interprofessional training ward: A case-control study

et al. 2022

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“…However, we agree that the phrase “agree” is less ambiguous than “apply” and we actually used agreement for the Likert scales of our other instruments, e.g. the ComCare scale for measuring medical communication and interpersonal skills [ 4 ]. It measures “language”, “listening”, “interest”, “needs”, “compassion”, “next steps”, and “atmosphere” [ 5 ].…”

Section: Authors’ Replymentioning

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Re: Evaluation of a telemedicine-based training for final-year medical students including simulated patient consultations, documentation, and case presentation

Harendza

2021

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Exploratory and confirmatory factor analysis of digital entrepreneur skills

Huda Atma Dirgatama

2024

Problems and Perspectives in Management

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Research in the field of entrepreneurship has become an intriguing area for further investigation. In an era where digital advancements are ubiquitous, previous researchers have identified a gap: the lack of a specific instrument to identify digital entrepreneur skills. Therefore, this study aims to determine the constructs of students’ digital entrepreneur skills. The analysis techniques include confirmatory factor analysis (CFA), exploratory factor analysis (EFA), Pearson correlation, Kendall’s, Spearman’s, and Cronbach’s alpha. The study was conducted over five phases with 235 participants from university students in Indonesia who run or own a business. The results revealed strong instrument validity with robustness ranging from significant Pearson, Kendall’s, and Spearman’s analyses (&lt;0.05) and Cronbach’s alpha (&gt;0.60). The exploratory factor analysis indicated a Kaiser-Meyer-Olkin value of 0.954 (&gt;0.05) and Bartlett’s test (0.000 &lt; 0.05), with all items having values of anti-image (&gt;0.50), communalities (&gt; 0.50), and factor loadings (&gt; 0.40), uncovering three components. Lastly, the CFA demonstrated an overall good fit model, with high first-order factor loadings (&gt;0.60) and a second-order construct digital entrepreneur skills comprising three components: interpersonal digital skills with a factor loading of 0.890, idea and technology management skills (0.920), and adaptation and innovation skills (1.020). The study highlights the critical need for students to develop digital entrepreneurial skills encompassing interpersonal digital skills, ideation, and technology management, as well as adaptation and innovation abilities to thrive in the digital economy and enhance their personal and professional growth. AcknowledgmentI want to thank all those who have helped make this research a success, especially for Sebelas Maret University as a place of affiliation and all respondents willing to participate in my study.

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Validation of the ComCare index for rater-based assessment of medical communication and interpersonal skills

Cited by 4 publications

References 30 publications

Assessment of final-year medical students’ entrustable professional activities after education on an interprofessional training ward: A case-control study

Assessment of final-year medical students’ entrustable professional activities after education on an interprofessional training ward: A case-control study

Re: Evaluation of a telemedicine-based training for final-year medical students including simulated patient consultations, documentation, and case presentation

Exploratory and confirmatory factor analysis of digital entrepreneur skills

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Validation of the ComCare index for rater-based assessment of medical communication and interpersonal skills

Cited by 4 publications

References 30 publications

Assessment of final-year medical students’ entrustable professional activities after education on an interprofessional training ward: A&nbsp;case-control study

Assessment of final-year medical students’ entrustable professional activities after education on an interprofessional training ward: A&nbsp;case-control study

Re: Evaluation of a telemedicine-based training for final-year medical students including simulated patient consultations, documentation, and case presentation

Exploratory and confirmatory factor analysis of digital entrepreneur skills

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Product

Resources

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Assessment of final-year medical students’ entrustable professional activities after education on an interprofessional training ward: A case-control study

Assessment of final-year medical students’ entrustable professional activities after education on an interprofessional training ward: A case-control study