Impact of student ethnicity and patient-centredness on communication skills performance

Hauer, Karen E.; Boscardin, Christy; Gesundheit, Neil; Nevins, Andrew; Srinivasan, Malathi; Fernández, Alicia

doi:10.1111/j.1365-2923.2010.03632.x

Cited by 23 publications

(20 citation statements)

References 23 publications

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“…As clinical grades are, at least partly, based on medical students’ interactions with faculty staff or patients, differences in communication styles may represent a second explanation for the lower grades. Although several studies have reported that students from ethnic minority groups achieve lower scores on the communication part of clinical performance examinations, 21,24 differences in communication styles failed to explain all of the variance in clerkship grades 25…”

Section: Discussionmentioning

confidence: 87%

Ethnic disparities in undergraduate pre‐clinical and clinical performance

et al. 2012

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Section: Discussionmentioning

confidence: 87%

Ethnic disparities in undergraduate pre‐clinical and clinical performance

et al. 2012

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“…This suggests that the underperformance in the latter examinations is due to other factors, such as cultural differences in communication styles. Hauer et al (2010) found that lower scores on the communication part of a clinical performance examination for ethnic minority students could partially be explained by a less patient-centred approach. The ethnic minority students scored higher on impersonal attitude, suggesting that they integrate less of the patients’ background and the patients’ perspective into history taking.…”

Section: Discussionmentioning

confidence: 99%

Ethnic and social disparities in different types of examinations in undergraduate pre-clinical training

Stegers‐Jager

Brommet

Themmen

2016

Adv in Health Sci Educ

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Medical schools are increasingly faced with a more diverse student population. Generally, ethnic minority students are reported to underperform compared with those from the ethnic majority. However, there are inconsistencies in findings in different types of examinations. Additionally, little is known about the performance of first-generation university students and about performance differences across ethnic minority groups. This study aimed to investigate underperformance across ethnic minority groups and by first-generation university students in different types of written tests and clinical skills examinations during pre-clinical training. A longitudinal prospective cohort study of progress on a 3-year Dutch Bachelor of Medicine course was conducted. Participants included 2432 students who entered the course over a consecutive 6-year period (2008–2013). Compared with Dutch students, the three non-Western ethnic minority groups (Turkish/Moroccan/African, Surinamese/Antillean and Asian) underperformed in the clinical problem solving tests, the language test and the OSCEs. Findings on the theoretical end-of-block tests and writing skills tests, and results for Western minority students were less consistent. Age, gender, pre-university grade point average and additional socio-demographic variables (including first-generation university student, first language, and medical doctor parent) could explain the ethnicity-related differences in theoretical examinations, but not in language, clinical and writing skills examinations. First-generation university students only underperformed in the language test. Apparently, underperformance differs both across ethnic subgroups and between different types of written and clinical examinations. Medical schools should ensure their assessment strategies create a level playing field for all students and explore reasons for underperformance in the clinical and writing skills examinations.

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“…A multicenter study noted modest differences between medical students belonging to different ethnic groups in their communication scores for interacting with SPs [14]. Another cross-sectional study showed significant differences between students from Western and Eastern countries in their scores for communication skills [15].…”

Section: Introductionmentioning

confidence: 99%