National survey of clinical communication assessment in medical education in the United Kingdom (UK)

Laidlaw, Anita; Salisbury, Helen; Doherty, Eva; Wiskin, Connie

doi:10.1186/1472-6920-14-10

Cited by 27 publications

(25 citation statements)

References 20 publications

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“…OSCEs are considered the gold standard in summative, competency-based assessment within the medical and allied professional health fields (Khan et al, 2013;Laidlaw, Salisbury, Doherty, & Wiskin, 2014;Mitchell et al, 2014;Sears et al, 2013). The OSCE format involves numerous time-limited "stations" at which candidates are assessed on specific clinical competencies via standardised tasks and questions (Khan et al, 2013).…”

Section: Oscesmentioning

confidence: 99%

Competency‐based training and assessment in Australian postgraduate clinical psychology education

Stevens

Hyde

Knight

et al. 2017

Clinical Psychologist

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Background Competency‐based training and assessment is considered the best practice internationally in postgraduate clinical psychology education. In Australia, there are still some ways to go as programmes begin to integrate competency‐based pedagogical models into clinical training and assessment. Further understanding of the strengths and challenges of these models will be useful to educators interested in developing a competency‐based approach. Methods A structured literature review was carried out using the databases PsychInfo, PubMed, and PsychArticles. Keywords were: competency, and “training” or “assessment” or “model” or “clinical” or “psychology” or “medicine” or “allied health.” Articles had to be written in the English language and published in peer‐reviewed journals. Relevant book chapters and web references from professional accreditation bodies were also assessed for inclusion. A total of 54 references were utilised in the review. Results The review supports the relevance of competency‐based learning and teaching. It draws on seminal benchmarking work from the international literature and considers the strengths and limitations of competency‐based approaches to clinical health training and assessment. The review provides support for the ongoing progression towards competency‐based training models in Australian postgraduate clinical psychology. Conclusions Competency‐based training and assessment methods offer educators sophisticated mechanisms for ensuring that clinical psychology graduates are prepared to meet the demands of professional practice and public accountability. Further efforts at integrating competency‐based training models into Australian postgraduate curriculum, and associated research into the outcomes, are necessary to ensure a pedagogical culture of best practice in this country.

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Section: Oscesmentioning

confidence: 99%

Competency‐based training and assessment in Australian postgraduate clinical psychology education

Stevens

Hyde

Knight

et al. 2017

Clinical Psychologist

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“…Education and evaluation of communication skills vary depending on the nation or educational institute. A British national medical school survey identified the OSCE, which takes place an average of 2.4 times per year, as the most widely used tool for evaluating communication skills [7]. The study participants are evaluated twice per year at an 8-month interval.…”

Section: Analysis Of Communication Skills and Clinical Performance Asmentioning

confidence: 99%

Correlations between Medical Students’ Self Assessment of Communication Skills and Patient-Physician Interaction Assessed by Standardized Patients in Clinical Performance Examination

Oh¹,

Kim

2015

IJBSBT

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The purpose of this study was to identify the correlations between medical students' communication skills and patient-physician interaction of clinical performance examination. A total of 36 fourth-year medical students were enrolled in this study and were surveyed concerning communication skills during clinical performance examination. The survey included 20 items in 4major areas: pre-interview (greeting, verifying patient's name, introducing self, expressing interest, and confirming major symptoms), data collection (asking open-ended questions, reflecting, facilitation, clarifying information, and mid-point summarizing), data provision and patient education (finding out what the patient is thinking, responding to the patient's emotions, explaining in a manner easy to understand, checking for the patient's comprehension, taking additional questions), and non-verbal communication (professional appearance, active and respectful listening, appropriate eye contact, appropriate nodding, appropriate silence). 20 items of communication skills were reclassified to 5 patient-physician interaction items, and compared with patient-physician interaction scores of clinical performance examination. There were no correlations between communication skills and patient-physician interaction scores in two examination items (breast pain and acute abdominal pain). This study demonstrated that medical education of communication skills could not be transferred to improvement of patient-physician interaction in clinical skills assessment.

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“…In the United Kingdom, all medical schools are required to be able to provide evidence of graduates' competence in clinical communication. In a national survey of clinical communication assessment in medical education in the United Kingdom [4], the Objective Structured Clinical Exam (OSCE) was the most commonly used method of assessment. All medical schools in the United States and Canada now include a nationally standardized assessment of patient-doctor communication, clinical history taking, and physical examination skills as part of the qualifying examinations.…”

Section: Introductionmentioning

confidence: 99%

The influence of gender on the communication skills assessment of medical students

Huang

Yang

et al. 2015

European Journal of Internal Medicine

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National survey of clinical communication assessment in medical education in the United Kingdom (UK)

Cited by 27 publications

References 20 publications

Competency‐based training and assessment in Australian postgraduate clinical psychology education

Competency‐based training and assessment in Australian postgraduate clinical psychology education

Correlations between Medical Students’ Self Assessment of Communication Skills and Patient-Physician Interaction Assessed by Standardized Patients in Clinical Performance Examination

The influence of gender on the communication skills assessment of medical students

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