Effect of Communication Skill Training Based on Calgary-Cambridge Observation Model on Midwifery Students' Communication Skills

Abstract

Background: Communication skills are of top priority for health care provider's professional traits and communication is an essential part of the midwifery care. Many studies of midwifery and midwifery students' communication skills are poor and average. This study aimed to evaluate the effects of communication skills training through the Calgary Cambridge model on communication skill among midwifery students. Methods: This randomized controlled field trial was conducted in 2018. Thirty midwifery students were recruited using conventional sampling method from Golestan University of Medical Sciences, Gorgan, Iran. Then subjects was assigned into two experimental and control groups by stratified random allocation method. Initially, their communication skill was assessed using Queendom scale. Participants in the experimental group received communication skills training based on Calgary-Cambridge model in four four-hour sessions held twice weekly. The control group did not receive any intervention. Communication skill in both control and experimental groups was re-assessed respectively four weeks after pretest. Data were analyzed using the Mann-Whitney U test, the independent-sample t test and the paired-sample test in SPSS-16 software. Results: The pretest mean scores of communication skill in the experimental and the control groups were respectively 122.43±9.40 and 122.29±7.81, with no significant between-group difference. At post-test, the mean score of communication skill in the experimental and the control groups was respectively 122±8.06 and 120±8.08 and the between-group difference was not significant (P=0.51). Conclusion: Communication skills training through Calgary-Cambridge model is not effective in significantly improving midwifery students' communication skill. Therefore, to improve communication skills, this model is insufficient and may need to be modified, or it is necessary to add more intervention to this model. Checklist, Calgary-Cambridge Observation Model, Patient-centered Clinical Method, Segue framework for teaching and assessing communication skills (SEGUE) and Four-habits Model (15). There is a great deal of emphasis today on models based on mutuality based models, including Calgary-Cambridge Observation Model. Calgary-Cambridge Guide-Based communication skills training has integrated the mutuality model best by providing health services ( 16). In this model, the physician and the patient play a participatory and active role in the biography process. This provides a collaborative structure for decision making and determining a treatment plan. Since this model uses both patient and physician views and information, both are satisfied and patient compliance increase with the treatment plan (16). Calgary-Cambridge Observation Model was designed in 1996 by Kurtz from the

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