Attitudinal educational objectives at therapeutic consultation: measures of performance, educational approach and evaluation

Sideris, Dimitrios; Tsouna‐Hadjis, P.; Toumanidis, S.; Vardas, Panagiotis; Moulopoulos, S.D.

doi:10.1111/j.1365-2923.1986.tb01370.x

Cited by 9 publications

(13 citation statements)

References 8 publications

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“…In the search, 15 papers 14 , 16 –29 on 14 studies were found which met the selection criteria. Descriptions of the training and evaluation methods of the studies are summarized in Tables 1a and 1b.…”

Section: Resultsmentioning

confidence: 99%

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Teaching clinically experienced physicians communication skills. A review of evaluation studies

et al. 1999

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Context Interest 1 in the teaching of communication skills in medical schools has increased since the early seventies but, despite this growing interest, relatively limited curricular time is spent on the teaching of communication skills. The limited attention to the teaching of these skills applies even more to the physicians' clinical years, when attention becomes highly focused on biomedical and technical competence. Continuing training after medical school is necessary to refresh knowledge and skills, to prohibit decline of performance and to establish further improvements.Objective This review provides an overview of evaluation studies of communication skills training programmes for clinically experienced physicians who have ®nished their undergraduate medical education. The review focuses on the training objectives, the applied educational methods, the evaluation methodology and instruments, and training results.Methods CD-ROM searches were performed on MedLine and Psychlit, with a focus on effect-studies dating from 1985.Results Fifteen papers on 14 evaluation studies were located. There appears to be some consistency in the aims and methods of the training programmes. Course effect measurements include physician self-ratings, independent behavioural observations and patient outcomes. Most of the studies used inadequate research designs. Overall, positive training effects on the physicians' communication behaviour are found on half or less of the observed behaviours. Studies with the most adequate 2 designs report the fewest positive training effects.Conclusion Several reasons are discussed to explain the limited ®ndings. Future research may bene®t from research methods which focus on factors that inhibit and facilitate the physicians' implementation of skills into actual behaviours in daily practice.

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Section: Resultsmentioning

confidence: 99%

“…It is remarkable that the training objectives are not always clearly described in the studies 14 . 19 , 20 , 25 , 27 , 28 Sometimes the objectives had to be derived from the evaluation methods and result sections.…”

Section: Resultsmentioning

confidence: 99%

Teaching clinically experienced physicians communication skills. A review of evaluation studies

et al. 1999

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“…Some assessed changes in knowledge or attitudes, while others assessed the use of skills, patient satisfaction, patient compliance, or patient distress and anxiety. [1][2][3][4][5][6][7][8][9] Specific educational methods have also been studied. Such studies found that active practice with accompanying feedback is more useful in developing these skills than other passive instructional models.…”

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confidence: 99%

How Do U.S. and Canadian Dental Schools Teach Interpersonal Communication Skills?

Yoshida¹,

Milgrom²,

Coldwell³

2002

Journal of Dental Education

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The status of instruction in interpersonal communication was surveyed in forty U.S and Canadian dental schools. Key faculty members were identified, and syllabi and course descriptions were collected and content-analyzed. The following findings were obtained for responding schools: 1) only one-third of schools had courses specifically focusing on interpersonal communication; 2) more than half of the schools offered these types of courses only during the first two years; 3) the most common topics were communication skills, patient interviewing, and patient education/consultation; 4) the most frequently used method of teaching was lectures; active practice was used less often; 5) written examination was the primary instructional evaluation tool, whereas more sophisticated performance-oriented assessments were used less often; and 6) about half of the teachers did not have a D.D.S. degree; those not dentists were primarily psychologists. At least eight of the forty dental schools surveyed do not appear to meet the accreditation guidelines for predoctoral programs in this area of instruction. Some could not identify a faculty member responsible for such instruction. Schools offering more extensive instruction were more likely to offer active rather than passive teaching and use more sophisticated student evaluation strategies. This research suggests a need for reevaluation of teaching in this subject area.

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“…The importance of the communication factor was evident in other studies. It has been found that doctors’ correct behaviour independently of the patients’ understanding could not guarantee patient compliance (Sideris et al . 1986).…”

Section: Discussionmentioning

confidence: 99%

A self-learning approach to history-taking

et al. 1990

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The present study examines the effectiveness of self-learning in interviewing skills training. Self-learning was carried out by self-evaluation of one's interviews by the use of an audiotape. Fifteen doctors specializing in internal medicine listened to their interviews and evaluated themselves against the suggested performance included in a rating scale. This procedure was repeated twice and composed the educational programme. Three main aspects of history-taking were involved: (1) eliciting patient information; (2) interviewing technique and (3) attitudes toward the patient. Comparison of performance at the first and third interview revealed significant improvement in all three aspects. Doctor-patient communication and written history performance were involved indirectly in the study but no significant improvement was revealed. The educational approach appeared simple and effective to the doctors. It is suggested that a brief programme of self-learning with feedback from audiotapes is both convenient and effective, improving essential aspects of history-taking performance.

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Attitudinal educational objectives at therapeutic consultation: measures of performance, educational approach and evaluation

Cited by 9 publications

References 8 publications

Teaching clinically experienced physicians communication skills. A review of evaluation studies

Teaching clinically experienced physicians communication skills. A review of evaluation studies

How Do U.S. and Canadian Dental Schools Teach Interpersonal Communication Skills?

A self-learning approach to history-taking

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