Evaluation of a self-instructional method for improving doctor-patient communication

Mason, James L.; Barkley, Steve; Kappelman, Murray M.; Carter, D E; Beachy, Wilbert

doi:10.1097/00001888-198808000-00007

Cited by 16 publications

(10 citation statements)

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“…It is unlikely that these students gain as much as their colleagues in the smaller sessions since there are fewer opportunities for discussion and no opportunities for practice of skills. The latter is demonstrated to be one of the most effective ways of acquiring communication skills for medical interviewing (Quirk & Babineau, 1982;Sollie & Scott, 1983;Maguire et al, 1986;Mason et al, 1988;Evans et al, 1989). The students themselves also recognized this in that 25% of the students in the large-group sessions request role-play and 65% of the students in the small-group sessions thought the sessions could be improved by being longer, to allow every student to interview a simulated patient.…”

Section: Discussionmentioning

confidence: 94%

Teaching and learning about sexual histories during undergraduate medical education: a comparison of two approaches

2001

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Experiential small group workshops on taking a sexual history were introduced at Imperial College School of Medicine (ICSM). With the introduction of a new curriculum and an increase in the number of students, together with a growing awareness of economic constraints in medical education, a large group session on the same topic was developed. In both sessions students identify barriers to taking a sexual history, contexts in which a sexual history is appropriate and skills necessary for an effective sexual history interview. This paper describes and contrasts the content, methodology and student evaluations of both types of sessions. The results showed that in the short term students perceived benefits from both methods of teaching. Further work is required to determine the long-term effects of such training.

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Section: Discussionmentioning

confidence: 94%

Teaching and learning about sexual histories during undergraduate medical education: a comparison of two approaches

2001

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“…Another study compared alcohol intervention skills in students who had received a traditional didactic curriculum to students who had received the same traditional didactic curriculum as well as video review of an interview and feedback, and found that there was no difference between the two groups 80. Similarly, another study reported that students receiving a didactic curriculum on interviewing skills did as well as students who had video review and feedback 81. Both of these studies discussed that this was a surprising finding – they expected the students in the video review cohort to perform better than the didactic curriculum students.…”

Section: Resultsmentioning

confidence: 99%

Is video review of patient encounters an effective tool for medical student learning? A review of the literature

Hammoud¹,

Morgan²,

Edwards³

et al. 2012

AMEP

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PurposeTo determine if video review of student performance during patient encounters is an effective tool for medical student learning.MethodsMultiple bibliographic databases that include medical, general health care, education, psychology, and behavioral science literature were searched for the following terms: medical students, medical education, undergraduate medical education, education, self-assessment, self-evaluation, self-appraisal, feedback, videotape, video recording, televised, and DVD. The authors examined all abstracts resulting from this search and reviewed the full text of the relevant articles as well as additional articles identified in the reference lists of the relevant articles. Studies were classified by year of student (preclinical or clinical) and study design (controlled or non-controlled).ResultsA total of 67 articles met the final search criteria and were fully reviewed. Most studies were non-controlled and performed in the clinical years. Although the studies were quite variable in quality, design, and outcomes, in general video recording of performance and subsequent review by students with expert feedback had positive outcomes in improving feedback and ultimate performance. Video review with self-assessment alone was not found to be generally effective, but when linked with expert feedback it was superior to traditional feedback alone.ConclusionThere are many methods for integrating effective use of video-captured performance into a program of learning. We recommend combining student self-assessment with feedback from faculty or other trained individuals for maximum effectiveness. We also recommend additional research in this area.

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“…Dit werd in onze studie niet gevonden. 11 Zowel het zelfstudiepakket als de communicatietraining gingen gepaard met een toename van de communicatievaardigheden, voor zover deze gemeten werden met een videotoets of een schriftelijke toets. Dit effect is zichtbaar zowel onmiddellijk …”

Section: Discussie En Conclusieunclassified

Begeleide zelfstudie om communicatievaardigheden aan te leren

Beullens¹,

Aubry²,

Leemans³

et al. 2002

TMEO

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In de Faculteit Geneeskunde van de Katholieke Universiteit Leuven (K.U. Leuven) werd een pakket voor begeleide zelfstudie van elementaire communicatieve vaardigheden ontwikkeld. Om dit pakket te evalueren werden toetsen ontwikkeld voor de meting van drie vaardigheden: luisteren, vragen stellen en informeren. Over de psychometrische kwaliteit van deze toetsen werd eerder in dit tijdschrift gerapporteerd. 1 In deze publicatie wordt gerapporteerd over een onderzoek waarin de communicatievaardigheden van de groep studenten die deelnam aan de begeleide zelfstudie vergeleken werden met de communicatievaardigheden van de groep studenten die een communicatietraining volgde en van een controlegroep die aan geen van beide trainingsvormen deelnam. De basiscommunicatievaardigheden die zowel in het zelfstudiepakket als in de training aan bod kwamen, waren luisteren, vragen stellen en informeren.Dit onderzoek werd uitgevoerd in het tweede jaar, voordat de studenten deelne- Tijdschrift voor Medisch Onderwijs 2002;21(5):214-221.)

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Evaluation of a self-instructional method for improving doctor-patient communication

Cited by 16 publications

References 0 publications

Teaching and learning about sexual histories during undergraduate medical education: a comparison of two approaches

Teaching and learning about sexual histories during undergraduate medical education: a comparison of two approaches

Is video review of patient encounters an effective tool for medical student learning? A review of the literature

Begeleide zelfstudie om communicatievaardigheden aan te leren

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