Measuring Patient Perceptions of the Patient-Doctor Interaction

Smith, Jana Kay; Falvo, Donna R.; McKillip, Jack; Pitz, Gordon F.

doi:10.1177/016327878400700106

Cited by 24 publications

(13 citation statements)

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“…While the skills listed under empathy may or may not constitute the state termed ‘empathy’, each skill is considered important during the doctor‐patient interaction, certainly by patients. A study to construct a valid and reliable patient satisfaction form produced 30 inappropriate and appropriate interpersonal communication behaviours (Smith et al 1984). These included giving value judgements, diagnosing without sufficient information, talking briefly about other areas of life than the medical condition and asking if the diagnosis seemed reasonable.…”

Section: Discussionmentioning

confidence: 99%

Retention of interviewing skills learned by first-year medical students: a longitudinal study

Craig

1992

Medical Education

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A pilot interviewing course was offered as an elective to first-year medical students in the spring of 1985. A quasi-experimental pre-test/post-test control group demonstrated that students who took the course exhibited a significant increase in interviewing skills. Subjects, 15 in the experimental group and 11 in the control group, were assessed in each of the following 3 years. Data consisted of five 10-minute videotaped interviews with real or stimulated patients for each subject and subject's responses on a degree of confidence, familiarity and anxiety scale. Interviews were rated on 43 behaviours by two independent coders with a 90% simple agreement. The experimental group did not maintain their scores on interviewing skills and both groups showed a significant decline in nine skills comprising empathy. The only significant difference between the groups in fourth year was on the degree of confidence experienced. While interviewing skills can be learned they decline in the clinical years as students learn medical problem-solving. If medical students are to graduate with their original empathy intact, a follow-up course in fourth year is indicated.

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Section: Discussionmentioning

confidence: 99%

Retention of interviewing skills learned by first-year medical students: a longitudinal study

Craig

1992

Medical Education

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“…The Affective Dimension was evaluated by interviewing patients using a validated questionnaire developed by Smith and Falvo, which measures patient perceptions of the patient-doctor interaction [24]. This approach has demonstrated adequate internal consistency (Cronbach’s Alpha = 0.80 [25,26]), and was adapted and translated into Spanish.…”

Section: Methodsmentioning

confidence: 99%

Educational interventions to improve the effectiveness in clinical competence of general practitioners: problem-based versus critical reading-based learning

et al. 2012

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BackgroundEvidence suggests that continuing medical education improves the clinical competence of general practitioners and the quality of health care services. Thus, we evaluated the relative impact of two educational strategies, critical reading (CR) and problem based learning (PBL), on the clinical competence of general practitioners in a healthcare system characterized by excessive workload and fragmentation into small primary healthcare centers.MethodsClinical competence was evaluated in general practitioners assigned to three groups based on the educational interventions used: 1) critical reading intervention; 2) problem based learning intervention; and 3) no intervention (control group, which continued clinical practice as normal). The effect on the clinical competence of general practitioners was evaluated in three dimensions: the cognitive dimension, via a self-administered questionnaire; the habitual behavioral dimension, via information from patient’s medical records; and the affective dimension, through interviews with patients. A paired Student´s t-test was used to evaluate the changes in the mean clinical competence scores before and after the intervention, and a 3 x 2 ANOVA was used to analyze groups, times and their interaction.ResultsNine general practitioners participated in the critical reading workshop, nine in the problem-based learning workshop, and ten were assigned to the control group. The participants exhibited no significant differences in clinical competence measures at baseline, or in socio-demographic or job characteristics (p > 0.05). Significant improvements in all three dimensions (cognitive, 45.67 vs 54.89; habitual behavioral, 53.78 vs 82.33; affective, 4.16 vs 4.76) were only observed in the problem-based learning group after the intervention (p > 0.017).ConclusionsWhile no differences in post-intervention scores were observed between groups, we conclude that problem-based learning can be effective, particularly in a small-group context. Indeed, problem-based learning was the only strategy to induce a significant difference between pre– and post- intervention scores for all three CC dimensions.

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“…Additionally, patients were asked to recall issues that led them to have TKA, and a recall PASI-pg was completed at followup describing preoperative issues of importance to the participants. To evaluate patient satisfaction with the surgery, the questionnaire (Appendix 1) also included items from the Group Health Association of America Consumer Satisfaction Survey adapted for knee pain [31] and the Patient-Doctor Interaction Scale [30].…”

Section: Methodsmentioning

confidence: 99%