Existing instruments for assessing physician communication skills: Are they valid in a computerized setting?

Assis-Hassid, Shiri; Heart, Tsipi; Reychav, Iris; Pliskin, Joseph S.; Reis, Shmuel

doi:10.1016/j.pec.2013.03.017

Cited by 14 publications

(13 citation statements)

References 10 publications

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“…Using an EHR in the exam room can detract from or add to the patient experience 4 ; thus, measures of, and training in, this latter competency domain are needed. 5 …”

Section: Problemmentioning

confidence: 99%

The Electronic Health Record Objective Structured Clinical Examination: Assessing Student Competency in Patient Interactions While Using the Electronic Health Record

et al. 2017

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Problem Because many medical students do not have access to electronic health records (EHRs) in the clinical environment, simulated EHR training is necessary. Explicitly training medical students to use EHRs appropriately during patient encounters equips them to engage patients while also attending to the accuracy of the record and contributing to a culture of information safety. Approach Faculty developed and successfully implemented an EHR objective structured clinical examination (EHR-OSCE) for clerkship students at two institutions. The EHR-OSCE objectives include assessing EHR-related communication and data management skills. Outcomes The authors collected performance data for students (n = 71) at the first institution during academic years 2011–2013 and for students (n = 211) at the second institution during academic year 2013–2014. EHR-OSCE assessment checklist scores showed that students performed well in EHR-related communication tasks, such as maintaining eye contact and stopping all computer work when the patient expresses worry. Findings indicated student EHR skill deficiencies in the areas of EHR data management including medical history review, medication reconciliation, and allergy reconciliation. Most students’ EHR skills failed to improve as the year progressed, suggesting that they did not gain the EHR training and experience they need in clinics and hospitals. Next Steps Cross-institutional data comparisons will help determine whether differences in curricula affect students’ EHR skills. National and institutional policies and faculty development are needed to ensure that students receive adequate EHR education, including hands-on experience in the clinic as well as simulated EHR practice.

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“…Using an EHR in the exam room can detract from or add to the patient experience 4 ; thus, measures of, and training in, this latter competency domain are needed. 5 …”

Section: Problemmentioning

confidence: 99%

The Electronic Health Record Objective Structured Clinical Examination: Assessing Student Competency in Patient Interactions While Using the Electronic Health Record

et al. 2017

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“…Prompt feedback of students' performance based on practice can help them adjust and improve their behavior and consolidate their achievements. With regard to summative assessment, educators prefer to use self-developed questionnaire, OSCE, SP-based evaluation and some instruments such as SEGUE framework, PCAS, CPCI, PPOS scales, etc (21)(22)(23)(24). They were proved to be high in reliability and validity.…”

Section: Fragmented Instead Of Systematicmentioning

confidence: 99%

Communication skills training: Adapting to the trends and moving forward

Liu

Huang

Gao

et al. 2017

BST

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“…39 Typically, the data collection tools assess the achievements of the learners. 40 These assessments include observation of behavior in the clinical workplace, 41 – 44 observation of behavior during an objective structured clinical examination (OSCE) or simulation exercise, 45 – 51 and chart review or audit. 52 – 57 In addition, feedback can also be gathered from the learners and/or new graduates, through interviews or questionnaires, to determine if the teaching program has met their perceived needs.…”

Section: Rufdata Frameworkmentioning

confidence: 99%

Applying a reflexive framework to evaluate a communication skills curriculum

Cheung

2016

AMEP

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After creating and delivering an educational curriculum, medical educators must ultimately evaluate the effectiveness of the implemented curriculum. Seasoned educators can benefit from using an established framework to help them structure a thorough, complete curricular evaluation; however, novice educators may have difficulty in transforming the concept of evaluation into a concrete process. The RUFDATA (Reasons and purpose, Uses, Focus, Data and evidence, Audience, Timing, and Agency) framework is one such paradigm. It is a well-recognized tool consisting of a reflexive framework that can guide medical educators to evaluate their own medical education curriculum. Just as important, it enables medical educators to reflect on the reasons behind the evaluation. This insight, in turn, can foster a spirit of evaluation, thus helping to ingrain it into the local educational culture. By using the evaluation of our communication skills curriculum as an example, this article describes how educators can apply the RUFDATA framework to evaluate their own curriculum.

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Existing instruments for assessing physician communication skills: Are they valid in a computerized setting?

Cited by 14 publications

References 10 publications

The Electronic Health Record Objective Structured Clinical Examination: Assessing Student Competency in Patient Interactions While Using the Electronic Health Record

The Electronic Health Record Objective Structured Clinical Examination: Assessing Student Competency in Patient Interactions While Using the Electronic Health Record

Communication skills training: Adapting to the trends and moving forward

Applying a reflexive framework to evaluate a communication skills curriculum

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