What to do about medical students with unsatisfactory consultation skills?

Dowell, Jon; Dent, John A.; Duffy, Rachel L

doi:10.1080/01421590600627516

Cited by 12 publications

(20 citation statements)

References 12 publications

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“…These findings are at odds with those of a number of studies that have evaluated performance on written or clinical examinations before and after a specific remediation intervention 7,14–38 and concluded that the intervention was effective. However, single studies ‘are limited in the generalisability of the knowledge they produce about concepts, populations, settings and times’ and ‘frequently illuminate only one part of a larger explanatory puzzle’ 39 .…”

Section: Introductionmentioning

confidence: 66%

“…Remediation in medical education appears to be an increasingly important area of research: the majority ( n = 23, 74%) of studies were published after 2000 7,14–17,19–22,24,27–31,33,34,37,38,51–54 . and 11 of these were published from 2009 onwards 14–16,20,29,31,34,38,52–54 .…”

Section: Resultsmentioning

confidence: 99%

“…Most of the studies ( n = 24, 77%) had been conducted in North America or in offshore medical schools 14,16–19,23–34,36–38,51–54 . Five studies were from the UK, 7,15,20–22 one was from New Zealand 34 and one was from the Netherlands. 55 Non‐English language studies were not excluded by the review criteria, but none were identified.…”

Section: Resultsmentioning

confidence: 99%

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The remediation challenge: theoretical and methodological insights from a systematic review

et al. 2013

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Most remediation interventions in medical education focus on improving performance to pass a re-sit of an examination or assessment and provide no insight into what types of extra support work, or how much extra teaching is critical, in terms of developing learning. More recent studies are generally of better quality. Rigorous approaches to developing and evaluating remediation interventions are required.

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Section: Introductionmentioning

confidence: 66%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

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The remediation challenge: theoretical and methodological insights from a systematic review

et al. 2013

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“…Dowell and colleagues used 'barrier' stations in communication skills in their OSCE. Students who failed these stations, irrespective of their overall exam performance, had to undertake a compulsory 2-week module in CCS followed by assessment before being allowed to progress [25]. …”

Section: Discussionmentioning

confidence: 99%

Using standardized patients to assess communication skills in medical and nursing Students

et al. 2010

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BackgroundA number of recent developments in medical and nursing education have highlighted the importance of communication and consultation skills (CCS). Although such skills are taught in all medical and nursing undergraduate curriculums, there is no comprehensive screening or assessment programme of CCS using professionally trained Standardized Patients Educators (SPE's) in Ireland. This study was designed to test the content, process and acceptability of a screening programme in CCS with Irish medical and nursing students using trained SPE's and a previously validated global rating scale for CCS.MethodsEight tutors from the Schools of Nursing and Medicine at University College Cork were trained in the use of a validated communication skills and attitudes holistic assessment tool. A total of forty six medical students (Year 2 of 5) and sixty four nursing students (Year 2/3 of 4) were selected to under go individual CCS assessment by the tutors via an SPE led scenario. Immediate formative feedback was provided by the SPE's for the students. Students who did not pass the assessment were referred for remediation CCS learning.ResultsAlmost three quarters of medical students (33/46; 72%) and 81% of nursing students (56/64) passed the CCS assessment in both communication and attitudes categories. All nursing students had English as their first language. Nine of thirteen medical students referred for enhanced learning in CCS did not have English as their first language.ConclusionsA significant proportion of both medical and nursing students required referral for enhanced training in CCS. Medical students requiring enhanced training were more likely not to have English as a first language.

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“…To improve the clinical competencies of poor performing students, tailored education programs are required [10,11,12,13]. However, the medical education literature is relatively lacking in effective methodological strategies or verifications [14,15,16].…”

Section: Introductionmentioning

confidence: 99%

How to Increase the Clinical Performance of Medical Students

Huh

2013

Korean J Med Educ

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Purpose: Medical schools endeavor to ensure that students are competent with regard to clinical skills. Skills remediation is implemented in cases of poor clinical performance examination (CPX) grades, although little is known about the effectiveness of such techniques. In this study, we examined the effectiveness of a remediation program that was designed to improve the clinical performance of medical students. Methods: A 6-week remediation program, administered jointly by Seoul National University College of Medicine's Departments of Internal Medicine (IM) and Family Medicine (FM), was initiated. The program was divided into 2 parts: 3 weeks each of IM classes that were run by specialists in various fields and FM classes that were conducted by a chief resident. Twenty-three students were required to undergo remediation after posting poor scores on 2 sessions of a CPX. On completion of the remediation program, the students' clinical performance was re-evaluated, and the changes in clinical performance scores were analyzed. Results: After the remediation program, the students' total scores and scores on history taking, physical examination, physician's manner, and physician-patient interaction improved significantly. However, patient education did not improve. Most students found the remediation program to be instructive and helpful in preparation for the CPX. They were more satisfied with the chief resident's serial tutoring than with specialists' tutoring sessions. Conclusion:The remediation program improves clinical performance. Continued development and implementation of this program will help failing students be competent physicians.

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What to do about medical students with unsatisfactory consultation skills?

Cited by 12 publications

References 12 publications

The remediation challenge: theoretical and methodological insights from a systematic review

The remediation challenge: theoretical and methodological insights from a systematic review

Using standardized patients to assess communication skills in medical and nursing Students

How to Increase the Clinical Performance of Medical Students

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