A teaching skills assessment tool inspired by the Calgary–Cambridge model and the patient-centered approach

ObjectiveThe aim of this study was to identify and analyse communication skills learning outcomes via a systematic review and present results in a synthesised list. Summarised results inform educators and researchers in communication skills teaching and learning across health professions.DesignSystematic review and qualitative synthesis.MethodsA systematic search of five databases (MEDLINE, PsycINFO, ERIC, CINAHL plus and Scopus), from first records until August 2016, identified published learning outcomes for communication skills in health professions education. Extracted data were analysed through an iterative process of qualitative synthesis. This process was guided by principles of person centredness and an a priori decision guide.Results168 papers met the eligibility criteria; 1669 individual learning outcomes were extracted and refined using qualitative synthesis. A final refined set of 205 learning outcomes were constructed and are presented in 4 domains that include: (1) knowledge (eg, describe the importance of communication in healthcare), (2) content skills (eg, explore a healthcare seeker's motivation for seeking healthcare),( 3) process skills (eg, respond promptly to a communication partner's questions) and (4) perceptual skills (eg, reflect on own ways of expressing emotion).ConclusionsThis study provides a list of 205 communication skills learning outcomes that provide a foundation for further research and educational design in communication education across the health professions. Areas for future investigation include greater patient involvement in communication skills education design and further identification of learning outcomes that target knowledge and perceptual skills. This work may also prompt educators to be cognisant of the quality and scope of the learning outcomes they design and their application as goals for learning.

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“…This parallel between skills in a therapeutic interaction and a collegial or educational interaction has been identified by others. 55 56 …”

Section: Discussionmentioning

confidence: 99%

Learning outcomes for communication skills across the health professions: a systematic literature review and qualitative synthesis

et al. 2017

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“…We used a 5-point scale in the codebook because it was tested in the original study [20]. Other researchers have used two-point [17,31], three-point [14,19], fourpoint [13,18] or five-point scales [27] when rating communication skills based on the C-CG. We recommend maintaining the 5-point scale when utilizing the OS-12, as all micro-skills are divided into groups of five.…”

Section: Discussionmentioning

confidence: 99%

“…With the introduction of teaching programmes, many assessment tools have been developed [10][11][12], including tools based on the C-CG [13][14][15][16][17][18][19][20][21][22]. The tools differ in the number of items, response scales, settings, and aims of the assessment.…”

Section: Introductionmentioning

confidence: 99%

“…Another tool excluded items measuring the beginning and closing of the consultations [16]. The most common use of the C-CG as an assessment tool is to evaluate communication throughout consultation [13,14,18,20]. Some tools have been developed for an Objective Structured Clinical Examination (OSCE) [15,19], while others have been developed for rating audio or video recordings of the consultation [13,22].…”

Section: Introductionmentioning

confidence: 99%

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Codebook for rating clinical communication skills based on the Calgary-Cambridge Guide

et al. 2020

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Background: The aim of the study was to confirm the validity and reliability of the Observation Scheme-12, a measurement tool for rating clinical communication skills. Methods: The study is a sub-study of an intervention study using audio recordings to assess the outcome of communication skills training. This paper describes the methods used to validate the assessment tool Observation Scheme-12 by operationalizing the crude 5-point scale into specific elements described in a codebook. Reliability was tested by calculating the intraclass correlation coefficients for interrater and intrarater reliability. Results: The validation of the Observation Scheme-12 produced a rating tool with 12 items. Each item has 0 to 5 described micro-skills. For each item, the codebook described the criteria for delivering a rating from 0 to 4 depending on how successful the different micro-skills (or number of used jargon words) was accomplished. Testing reliability for the overall score intraclass correlation coefficients was 0.74 for interrater reliability and 0.86 for intrarater reliability. An intraclass correlation coefficient greater than 0.5 was observed for 10 of 12 items. Conclusion: The development of a codebook as a supplement to the assessment tool Observation Scheme-12 enables an objective rating of audiotaped clinical communication with acceptable reliability. The Observation Scheme-12 can be used to assess communication skills based on the Calgary-Cambridge Guide.

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“…Essa avaliação pelos pares mostrou-se factível e útil, conforme demonstrado também por Sommeret al 16 em um estudo inspirado no modelo Calgary-Cambridge centrado em pacientes e estudantes como foco do processo de aprendizagem.…”

Section: Discussionunclassified

O Uso do Role-Play no Ensino da Técnica de Anamnese e de Habilidades de Comunicação para Estudantes de Medicina

Engelhorn

2019

Rev. bras. educ. med.

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RESUMO Contexto Comunicação adequada é uma habilidade clínica e, portanto, deve fazer parte dos currículos nas escolas médicas. Várias técnicas podem ser empregadas para ensinar habilidades de comunicação aos estudantes de Medicina. Objetivo Relatar experiência baseada na utilização da técnica de role-play na aprendizagem e satisfação dos estudantes de Medicina na realização da entrevista médica. Métodos Estudo transversal com alunos da disciplina de Semiologia em três etapas distintas: entendimento da teoria, aplicação prática na simulação por representação de papéis (role-play) entre os alunos e gravação de vídeo com pacientes internados no hospital.O desempenho dos estudantes no role-play e no vídeo gravado foi avaliado com base em instrumento adaptado do Guia Calgary-Cambridge. Também foi realizada uma pesquisa de satisfação com os estudantes no final do semestre. Resultados Foram avaliados 30 estudantes, 43% dos quais não foram capazes de detalhar adequadamente os sintomas durante a simulação, porém na gravação do vídeo não apresentaram esta dificuldade. Em relação ao desempenho na simulação e no vídeo, cinco estudantes (16,6%) mantiveram o mesmo desempenho; um estudante (3,3%) apresentou desempenho inferior; e 25 estudantes (83%) apresentaram melhora do desempenho na entrevista com os pacientes em relação à simulação. A grande maioria (92,5%) dos estudantes considerou a atividade útil na sua formação. Conclusão O uso da técnica de role-play no ensino da anamnese apresentou-se como um método de aprendizagem útil e foi bem aceito pelos estudantes de Medicina participantes deste estudo.

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A teaching skills assessment tool inspired by the Calgary–Cambridge model and the patient-centered approach

Cited by 20 publications

References 52 publications

Learning outcomes for communication skills across the health professions: a systematic literature review and qualitative synthesis

Learning outcomes for communication skills across the health professions: a systematic literature review and qualitative synthesis

Codebook for rating clinical communication skills based on the Calgary-Cambridge Guide

O Uso do Role-Play no Ensino da Técnica de Anamnese e de Habilidades de Comunicação para Estudantes de Medicina

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