A controlled experiment in teaching students to respond to patientsʼ emotional concerns

Wolf, Fredric M.; Woolliscroft, James O.; Boxer, Grace Jordison

doi:10.1097/00001888-198701000-00004

Cited by 15 publications

(18 citation statements)

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“…Only 6/26 studies included a control or comparison condition and 5/26 were designed as randomised, controlled trials (RCTs) 30,37,43,45,49 . All 5 RCTs showed positive outcomes, with modest improvements in communication skills (including emotion aspects), empathy, use of emotion words, supportive behaviours and peer ratings of emotion skills.…”

Section: Resultsmentioning

confidence: 99%

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Emotion skills training for medical students: a systematic review

2007

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Section: Resultsmentioning

confidence: 99%

“…Inter‐rater agreement was 100%. A hand search of article reference lists yielded 4 additional publications for a total of n = 26 articles to be used in the comprehensive review 24–49 . A full flow chart of article selection is shown in Fig.…”

Section: Methodsmentioning

confidence: 99%

Emotion skills training for medical students: a systematic review

2007

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“…Some gains in cognitive perspective taking may have been registered by the inquiry‐skills scale, which assessed skill in the reflection of factual context as a component of organized inquiry, but students did not appear to make gains on the emotional component of Squier's model. Low levels of accurate empathy in medical students have been reported in other studies (Kauss, et al 1980; Sanson‐Fisher & Poole 1980, Hornblow et al 1988), although Wolf et al (1987) reported a programme that was successful in teaching students to respond more effectively to emotions, albeit only in hypothetical situations. Some of our students reported that they had been sensitive to strong emotions associated with immigration, prejudice and other issues but, uncertain as to where they might lead in the confines of a short session, they preferred to gloss over than explore them.…”

Section: Discussionmentioning

confidence: 69%

Videotaped interviewing of non-English speakers: training for medical students with volunteer clients

et al. 1997

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In a multicultural society such as Australia, with over 20% of its population born overseas, interpreters are often required to facilitate medical interviews. However, where a patient has some proficiency in English, medical interviews are sometimes conducted across the boundaries of culture and language. This is a report of an educational innovation to teach interviewing skills to pre-clinical medical students with the assistance of volunteers of non-English-speaking backgrounds. Pre-clinical students interviewed community volunteers on topics of general life history in a sequence of 16 tutorials. Each student conducted two interviews. Teaching methods included feedback from the volunteers, tutorial discussion facilitated by playback of videotapes, and modelling of skills by the teachers. Evaluations by volunteers and students indicated high satisfaction with the teaching methods and outcomes. Students gained confidence in interviewing people from different cultures. Evaluation of students' pairs of videotapes by an independent rater achieved satisfactory reliabilities and indicated significant gains in inquiry skills and the communication of positive attitudes. Skills in communicating empathy and in using simple language did not improve measurably.

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“…Teaching strategies used include small‐group discussions, role plays and video replay evaluations of televised interviews involving individual fifth‐year students and mothers trained to give feedback. A number of studies have shown that students who participated in communication skills training programmes became more aware of and sensitive to the issues involved (Helfer & Ealy 1972; Schreier & Dubb 1981; Wolf et al . 1987).…”

Section: Background To the Teaching Programme And Studymentioning

confidence: 99%

Televised paediatric consultations: a student evaluation of a multipurpose learning strategy

et al. 1990

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Since 1984, each student in the sixth-year paediatric rotation in the Department of Paediatrics and Child Health at the University of the Witwatersrand has been videotaped while undertaking a comprehensive paediatric primary care consultation. Video replay of the consultation by each individual student was evaluated by the student together with medical and social work tutors. This incorporated psychosocial aspects, communication skills, doctor-mother-child interactions, as well as essential medical content, clinical examination techniques, and management strategies. The student was expected to provide comprehensive health care, viz. dealing with the presenting health problems, identifying any possible hidden agenda, giving due attention to nutrition, immunization, development, optimal use of available records, health surveillance and appropriate education. This teaching programme was introduced in 1984. In 1988, 68 consecutive final-year medical students completed an anonymous Likert-type evaluation form scoring their perceived learning. They affirmed that the use of television in medical education provides a unique multipurpose learning strategy and in particular enhances awareness of self and of patient/family needs. The time, cost and effort invested in this programme are considered justified.

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A controlled experiment in teaching students to respond to patientsʼ emotional concerns

Cited by 15 publications

References 0 publications

Emotion skills training for medical students: a systematic review

Emotion skills training for medical students: a systematic review

Videotaped interviewing of non-English speakers: training for medical students with volunteer clients

Televised paediatric consultations: a student evaluation of a multipurpose learning strategy

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