How well do faculty evaluate the interviewing skills of medical students?

Kalet, Adina; Earp, Jo Anne; Kowlowitz, Vicki

doi:10.1007/bf02599452

Cited by 64 publications

(29 citation statements)

References 33 publications

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“…Thus, the assessments made by the experts in our study were unreliable. Although our sample was small it concurs with data from other studies involving assessment of consulting skills (Kalet et al, 1992;Noel et al, 1992). It seems reasonable to conclude that unstructured global assessments are unreliable.…”

Section: Discussionsupporting

confidence: 89%

“…However, inconsistencies may arise in teaching because, without structured guidance, experienced clinicians are unreliable when assessing clinical skills (Noel et al, 1992). Interrater reliability has been highlighted as particularly poor in the assessment of interviewing skills (Kalet et al, 1992), students have been scored on the basis of their liability rather than by specific behavioural skills they demonstrate. As a consequence, the ability of assessors to provide specific feedback on behaviour may be limited.…”

mentioning

confidence: 99%

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The development of a structured rating schedule (the BAS) to assess skills in breaking bad news

1999

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Summary There has been considerable interest in how doctors break bad news, with calls from within the profession and from patients for doctors to improve their communication skills. In order to aid clinical training and assessment of the skills used in breaking bad news there is a need for a reliable, practical and valid, structured rating schedule. Such a rating schedule was compiled from agreed criteria in the literature. Video-taped recordings of simulated consultations breaking bad news were independently assessed by three raters using the schedule and compared to three experts who gave global ratings. The primary outcome measures were internal consistency of the schedule and level of agreement between raters. The internal consistency was high with a Cronbach's alpha of 0.93. Agreement between raters using the schedule was moderate to good. The majority of the variation in scores was due to the differences in skills demonstrated in the interviews. The agreement between raters not using the schedule was poor. The BAS provides a simple to use, reliable, and consistent rating schedule for assessing skills used in breaking bad news. It could be a valuable aid to teaching this difficult task.

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Section: Discussionsupporting

confidence: 89%

mentioning

confidence: 99%

The development of a structured rating schedule (the BAS) to assess skills in breaking bad news

1999

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“…Kalet et al 24 had faculty raters rerate videotapes of 21 medical student interviews after a period of 3 to 6 months. They found substantial agreement between the earlier and later ratings only when raters judged the information obtained (i.e., data collection) during the interview.…”

Section: Rater Agreement (Intra-and Interrater Agreement)mentioning

confidence: 99%

“…Kalet et al 24 also had four judges each rate medical interviews. They concluded that interrater agreement was poor when judging the overall interview as well as when judging the information obtained and the interviewing process.…”

Section: Rater Agreement (Intra-and Interrater Agreement)mentioning

confidence: 99%

SPECIAL ARTICLE: Cognitive, Social and Environmental Sources of Bias in Clinical Performance Ratings

Williams¹,

Klamen²,

McGaghie³

2003

Teaching and Learning in Medicine

348

250

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“…This effort grew out of increasing concern over the lack of authenticity and validity of clinical skills assessment. [9][10][11] Authentic assessments require students to demonstrate knowledge and skills in ways that represent as closely as possible enactment of behaviors required in a professional care practice. The White Paper Report of the Association of Medical Colleges (AMC) Medical School Objectives Project on communication in medicine (www.aamc.org/meded/ msop/msop3.pdf) identified the core behaviors or interpersonal skills in relating to patients that should be taught and assessed in medical students.…”

Section: Introductionmentioning

confidence: 99%

Communicating With Patients: Skills Assessment in US Colleges of Pharmacy

Kimberlin¹

2006

Am J Pharm Educ

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Objective. To describe current practices in assessing patient communication skills in US colleges and schools of pharmacy. Methods. Syllabi and behavioral assessment forms were solicited and key faculty members were interviewed. Forms were analyzed to determine skills most commonly assessed in communication with simulated or role-playing patients. Results. Fifty schools submitted behavioral assessment forms for patient communication skills. Individuals from 47 schools were interviewed. Colleges were found to vary in the way communication skills were assessed. Assessment forms focused more on dispensing a new prescription than monitoring ongoing therapy. Providing information was emphasized more than promoting adherence. Common faculty concerns were lack of continuity and congruence of assessment across the curriculum. Conclusions. A common understanding of the standards and procedures for determining competence is needed. Experience and assessment activities should be sequenced throughout a program to build competence.

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How well do faculty evaluate the interviewing skills of medical students?

Abstract: To accurately evaluate clinical interviewing skills we must enhance rater consistency, particularly in assessing those skills that both satisfy patients and yield crucial data.

Cited by 64 publications

References 33 publications

The development of a structured rating schedule (the BAS) to assess skills in breaking bad news

The development of a structured rating schedule (the BAS) to assess skills in breaking bad news

SPECIAL ARTICLE: Cognitive, Social and Environmental Sources of Bias in Clinical Performance Ratings

Communicating With Patients: Skills Assessment in US Colleges of Pharmacy

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