Medical students trained in communication skills show a decline in patient-centred attitudes: An observational study comparing two cohorts during clinical clerkships

Bombeke, Katrien; Roosbroeck, Sofie Van; Winter, Benedicte Y. De; Debaene, Luc; Schol, Sandrina; Hal, Guido Van; Royen, Paul Van

doi:10.1016/j.pec.2011.03.007

Cited by 107 publications

(130 citation statements)

References 35 publications

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“…The results are consistent with the results of several earlier studies showing that female medical students have more positive attitudes to learning communication skills than males (Rees & Sheard 2003;Cleland et al 2005;Wright et al 2006;Harlak et al 2008b;Bombeke et al 2011). Rees and Sheard (2003) note that Aspegren's (1999) review of teaching and learning methods for communication skills training showed that male medical students were slower at learning communication skills than females, and this may explain why in their study, female medical students had a decrease in NAS by the end of a communication skills course.…”

Section: Discussionsupporting

confidence: 92%

“…The results of this study show that a communication course based on experiential learning methods may have a positive effect on students' attitudes in a reasonable amount of time, since the course lasted 3 months. The increase in positive (PAS) and decrease in negative (NAS) attitudes found in this sample of students differs from that described by other researchers (Rees & Sheard 2003;Harlak et al 2008b;Bombeke et al 2011). However, it is difficult to directly compare these results since, for example, the course content, duration and methods used vary in different studies.…”

Section: Discussioncontrasting

confidence: 81%

“…Therefore, the communication skills may become more meaningful to the students. It has been shown that if the communication training environment is too idealistic compared to the reality of medical practice, it may lead to a decline in medical students' patient-centred attitudes and their attitudes to learning communication skills during clinical clerkships (Bombeke et al 2011). Therefore, it seems relevant to maintain a connection between communication skills training and clinical reality.…”

Section: Discussionmentioning

confidence: 99%

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Comparing three experiential learning methods and their effect on medical students’ attitudes to learning communication skills

2012

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Background: Despite numerous studies exploring medical students' attitudes to communication skills learning (CSL), there are apparently no studies comparing different experiential learning methods and their influence on students' attitudes. Aims: We compared medical students' attitudes to learning communication skills before and after a communication course in the data as a whole, by gender and when divided into three groups using different methods. Method: Second-year medical students (n ¼ 129) were randomly assigned to three groups. In group A (n ¼ 42) the theatre in education method, in group B (n ¼ 44) simulated patients and in group C (n ¼ 43) role-play were used. The data were gathered before and after the course using Communication Skills Attitude Scale. Results: Students' positive attitudes to learning communication skills (PAS; positive attitude scale) increased significantly and their negative attitudes (NAS; negative attitude scale) decreased significantly between the beginning and end of the course. Female students had more positive attitudes than the male students. There were no significant differences in the three groups in the mean scores for PAS or NAS measured before or after the course. Conclusions: The use of experiential methods and integrating communication skills training with visits to health centres may help medical students to appreciate the importance of CSL.

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Section: Discussionsupporting

confidence: 92%

Section: Discussioncontrasting

confidence: 81%

Section: Discussionmentioning

confidence: 99%

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Comparing three experiential learning methods and their effect on medical students’ attitudes to learning communication skills

2012

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“…[21][22][23][24][25] The decline in empathy and communication as trainees progress through programs has been well documented across multiple studies. 26,27 If the medical education community is dedicated to renewing its commitment to teaching excellence in the communication skills of physicians, which some have called for, 22 there is a need for better understanding of the evidence that supports the efficacy of good communication skills, and use of that evidence to define what should be taught to medical students and residents. In this era of milestone development, it seems timely to offer scientific support for the efficacy of good communication skills.…”

Section: Introductionmentioning

confidence: 99%

“Best Practice” for Patient-Centered Communication: A Narrative Review

King¹,

Hoppe²

2013

Journal of Graduate Medical Education

434

310

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Background Communicating with patients has long been identified as an important physician competency. More recently, there is a growing consensus regarding the components that define physician-patient communication. There continues to be emphasis on both the need to teach and to assess the communication skills of physicians. Objective This narrative review aims to summarize the work that has been conducted in physician-patient communication that supports the efficacy of good communications skills. This work may also help to define the physician-patient communication skills that need to be taught and assessed. Results A review of the literature shows it contains impressive evidence supporting positive associations between physician communication behaviors and positive patient outcomes, such as patient recall, patient understanding, and patient adherence to therapy. There is a consensus about what constitutes “best practice” for physician communication in medical encounters: (1) fostering the relationship, (2) gathering information, (3) providing information, (4) making decisions, (5) responding to emotions, and (6) enabling disease- and treatment-related behavior. Conclusions Evidence supports the importance of communication skills as a dimension of physician competence. Effort to enhance teaching of communication skills to medical trainees likely will require significant changes in instruction at undergraduate and graduate levels, as well as changes in assessing the developing communication skills of physicians. An added critical dimension is faculty understanding of the importance of communication skills, and their commitment to helping trainees develop those skills.

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“…Estas propuestas curriculares deben considerar enfoques de cuidado centrados en el paciente, como elemento esencial de la atención en salud por validar la perspectiva y su contexto con el fin de estimular aspectos como su autocuidado y compromiso en el logro del plan terapéu-tico 52 . Se deberán tomar en cuenta, además, estrategias y metodologías de enseñanza y aprendizaje centrados en el estudiante, en el caso particular de la educación en adultos.…”

Section: -70unclassified

Comunicación en el currículo médico

Stellyes

2017

MedUPB

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RESUMENEn esta revisión se hace una aproximación sobre la integración de la dimensión comunicativa en el ámbito de la educación médica, al reconocerla como eje central de los currículos en salud y por su relevancia en la relación clínica. A partir del contexto actual en el ejercicio médico, sus problemáticas y necesidades, se plantean alternativas de enseñanza que favorece el desarrollo de capacidades y competencias en comunicación por parte del estudiante. Este acercamiento inicial, además de considerar el significado de una adecuada comunicación, da cuenta de los principales referentes globales que han servido como directriz a diferentes escuelas de medicina para la definición de los currículos. En la elaboración de estas propuestas curriculares, se han considerado aspectos como la forma en la que se concibe la comunicación desde la programación académica, si se asume como un curso independiente o si está integrada al logro de otras competencias biomédicas (de manera transversal en el currículo). Otras temáticas tienen que ver con los contenidos, la definición de las metodologías de enseñanza, aprendizaje, evaluación y la necesidad de garantizar el acompañamiento y la retroalimentación al estudiante, por la naturaleza de la experiencia comunicativa durante las prácticas clínicas y por su relevancia en la formación humana e integral. Palabras clave: comunicación; currículo; educación médica. ABSTRACTThis review addresses the integration of communication in the context of medical education as it is a central axis of health curricula and an instrumental part of the clinical relationship. Based on the current context in medical practice, its problems and needs, teaching alternatives which favor the development of communication abilities and competencies of students are proposed. Besides considering the meaning of adequate communication, this initial approach considers the main global models that have served as guidelines for different schools of medicine during curriculum development. Within the creation of such curricular proposals, aspects such as the way communication is conceived from the perspective of the academic program have been considered, if it is understood as an independent course or if it is integrated within the achievement of other biomedical competencies (in a transversal manner in the curriculum). Other topics are related to content, the definition of teaching methodologies, learning, evaluation and the need to guarantee the accompaniment and feedback to students due to the nature of the communication experience during the clinical practices and its relevance in humane and comprehensive education.

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Medical students trained in communication skills show a decline in patient-centred attitudes: An observational study comparing two cohorts during clinical clerkships

Cited by 107 publications

References 35 publications

Comparing three experiential learning methods and their effect on medical students’ attitudes to learning communication skills

Comparing three experiential learning methods and their effect on medical students’ attitudes to learning communication skills

“Best Practice” for Patient-Centered Communication: A Narrative Review

Comunicación en el currículo médico

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