Investigating a self-scoring interview simulation for learning and assessment in the medical consultation

Bruen, Catherine; Kreiter, Clarence D.; Wade, Vincent; Pawlikowska, Teresa

doi:10.2147/amep.s128321

Cited by 3 publications

(4 citation statements)

References 14 publications

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“…Moreover, the availability of graduated physicians as tutors facilitated the interactivity in the groups and the experience sharing between students and tutors. This positive feedback has been linked to effective learning 15 and could contribute to a sustainable retention of skills, although our study did not assess the long term benefit of the program. Some limits should be acknowledged.…”

Section: Discussionmentioning

confidence: 99%

Standardized Patients or Conventional Lecture for Teaching Communication Skills to Undergraduate Medical Students: A Randomized Controlled Study

Geoffroy

Delyon

Strullu

et al. 2020

Psychiatry Investig

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Objective The conduct of a medical interview is a challenging skill, even for the most qualified physicians. Since a training is needed to acquire the necessary skills to conduct an interview with a patient, we compared role-play with standardized patients (SP) training and a conventional lecture for the acquisition of communications skills in undergraduate medical students.Methods An entire promotion of third year undergraduate medical students, who never received any lessons about communications skills, were randomized into 4 arms: 1) SP 2 months before the testing of medical communications skills (SP); 2) conventional lecture 2 months before the testing (CL); 3) two control groups (CG) without any intervention, tested either at the beginning of the study or two months later. Students were blindly assessed by trained physicians with a modified 17-items Calgary-Cambridge scale.Results 388 students (98.7%) participated. SP performed better than CL, with significant statistical differences regarding 5 skills: the use of open and closed questions, encouraging patient responses, inviting the patient to clarify the missing items, encouraging of the patient’s emotions, and managing the time and the conduct of the interview. The SP group specifically improved communications skills between the SP training and testing sessions regarding 2 skills: the use of open and closed questions and encouraging patient responses. No improvements in communications skills were observed in CG between the two time points, ruling out a possible time effect.Conclusion Role-play with standardized patients appears more efficient than conventional lecture to acquire communication skills in undergraduate medical students.

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Section: Discussionmentioning

confidence: 99%

Standardized Patients or Conventional Lecture for Teaching Communication Skills to Undergraduate Medical Students: A Randomized Controlled Study

Geoffroy

Delyon

Strullu

et al. 2020

Psychiatry Investig

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“…stethoscopes with heart sounds), hybrid stations that involve follow‐up visits, adaptive simulations, etc., has led to both greater simulation fidelity and expansions in the measurement domain (e.g. measurement of teamwork) . There has also been a growing use of electromechanical manikins in all health care disciplines.…”

Section: New(er) Assessment Methodologiesmentioning

confidence: 99%

“…measurement of teamwork). 41,42 There has also been a growing use of electromechanical manikins in all health care disciplines. Physiologically, these manikins can be programmed to react to interventions (e.g.…”

Section: New(er) Assessment Methodologiesmentioning

confidence: 99%

What we measure … and what we should measure in medical education

Boulet

Durning

2018

Medical Education

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As in most professions, there are clear tensions in medicine in relation to what should be assessed, who should be responsible for administering assessment content, and how much evidence should be gathered to support the evaluation process. Although there have been advances in assessment practices, there is still room for improvement. From the student's, resident's and practising physician's perspectives, assessments need to be relevant. Knowledge is certainly required, but there are other qualities and attributes that are important, and perhaps far more important. Research efforts spent now on delineating what makes a good physician, and on aligning new and upcoming assessment tools with the relevant competencies, will ensure that assessment practices, whether aimed at establishing competence or at fostering learning, are effective with respect to their primary goal: to produce qualified physicians.

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“…Ali, Pelletier, and Shields (2017) presented a second-year analysis of the curriculum for students at Harvard-MIT School of Medicine. The goals of the program were the opportunity to practice communication skills with voluntary patients at the preclinical stage in a medical school, to receive immediate feedback from patients and doctors, to teach different styles and effective communication strategies Bruen, Kreiter, Wade, and Pawlikowska (2017). noted the effectiveness of adaptive modeling of medical consultation.…”

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confidence: 99%

The Simulation Training Analysis For The Communicative Skills Formation In Medical Education

Pyrkova¹

2020

The European Proceedings of Social and Behavioural Sciences

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The aim of the research was to study the formation of students' communicative skills in the learning process using the example of the Standardized Patient methodology. The method of analysis of the products of activity (analysis of checklists) was used. An assessment was made of the effectiveness of classes on the formation of communication skills in the process of simulation training. A pronounced inconsistency of the assessment parameters of communicative techniques at the first stage of classes and its subsequent levelling at the final stage were revealed. Students were more likely to choose everyday speech strategy by using «household» level of encouraging and many specific medical terms in a process of communication with simulative patient at the beginning of the training. That strategy was not enough to score enough points according to the check-list of the station. The study showed the effectiveness of the method of developing communicative skills by introducing the "Difficult patient" cases for two days. These cases allow to evaluate several aspects of training: the ability to reveal a patient's psychological status, the ability to choose the appropriate communication strategy based on the status, as well as the ability to provide recommendations on the patient's adaptation in the situation of somatic disease. 662 students with the opportunity to receive feedback and expert coaching to facilitate selfregulatory learning. The adaptive modeling platform offers 2 cycles, during which students are invited to analyze the results using automatic evaluations and personalized feedback. They are also encouraged to plan how they will improve their work through focused practice.▪ Communication programs for communicative skills of medical students with different groups of patients were also studied by Frost et al. (2015): the effectiveness of scenario-based teaching of clinical communication in teaching pediatric medicine was revealed. However, Pettit et al.(2018) in their study did not reveal a significant improvement in the students' use of communication elements or patient satisfaction after retraining in the communication script of the emergency department.Thereby, medical programs based on simulation training, (standardized patient), are becoming more widespread. It is indicated that scenarios reflecting real situations (environment, atmosphere, interpersonal difficulties, etc.) contribute to the development of communication skills of future medical workers (Bressmann & Eriks-Brophy, 2012;Putter-Katz et al., 2018;MacLean, Geddes, Kelly, & Della, 2018;Ulutaş, Sözen, Yeğenoğlu, & Elçin (2018). It is noted by Kaplonyi et al. (2017) that programs based on the "standardized patient" methodology are widely recognized as an effective means of teaching communication skills, but there is insufficient evidence of how this affects patient outcomes and the economic benefits of this training method are not indicated. Gibson and Davidson (2016) found that within the framework of the Standardized Patient program, no benefits w...

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Investigating a self-scoring interview simulation for learning and assessment in the medical consultation

Cited by 3 publications

References 14 publications

Standardized Patients or Conventional Lecture for Teaching Communication Skills to Undergraduate Medical Students: A Randomized Controlled Study

Standardized Patients or Conventional Lecture for Teaching Communication Skills to Undergraduate Medical Students: A Randomized Controlled Study

What we measure … and what we should measure in medical education

The Simulation Training Analysis For The Communicative Skills Formation In Medical Education

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