Predicting communication skills with a paper-and-pencil test

Dalen, Jan van; Kerkhofs, E; Verwijnen, G. M.; Berg, Benjamin W.; Hout, H A Van Den; Scherpbier, Albert J.J.A.; Vleuten, Cees P.M. van der

doi:10.1046/j.1365-2923.2002.01066.x

Cited by 25 publications

(31 citation statements)

References 17 publications

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“…Four observational studies (LOE P4) [176][177][178][179] did not support the ability of a written test to predict clinical skill performance in an advanced life support course. Twelve LOE P5 studies [180][181][182][183][184][185][186][187][188][189][190][191] supported using written tests as a predictor of nonresuscitation clinical skills, with variable levels of correlation ranging from 0.19 to 0.65. Three LOE P5 studies [192][193][194] were either neutral or did not support the ability of a written test to predict clinical skill performance.…”

Section: Consensus On Sciencementioning

confidence: 99%

Part 12: Education, implementation, and teams

Mancini¹,

Soar²,

Bhanji³

et al. 2010

Resuscitation

180

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Section: Consensus On Sciencementioning

confidence: 99%

Part 12: Education, implementation, and teams

Mancini¹,

Soar²,

Bhanji³

et al. 2010

Resuscitation

180

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“…In relation to clinical communication, there is good evidence that the components of ‘shows how’ and ‘does’ are closely related, and that scores on assessments in medical school are correlated with workplace assessment of the same skills [6]. The evidence for an association between other components, for example the knowledge ‘knows’ and ‘shows how’ is less clear, with some studies showing no association [7] and others showing negative associations later on in training [8]. George Miller himself stated that ‘no single assessment method can provide all the data required for anything so complex as the delivery of professional services by a successful physician’ [5].…”

Section: Introductionmentioning

confidence: 99%

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

et al. 2014

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BackgroundAll medical schools in the UK are required to be able to provide evidence of competence in clinical communication in their graduates. This is usually provided by summative assessment of clinical communication, but there is considerable variation in how this is carried out. This study aimed to gain insight into the current assessment of clinical communication in UK medical schools.MethodsThe survey was sent via e-mail to communication leads who then were asked to consult with all staff within their medical school involved in the assessment of communication.ResultsResults were obtained from 27 out of 33 schools (response rate 82%) and a total of 34 courses. The average number of assessments per year was 2.4 (minimum 0, maximum 10). The Objective Structured Clinical Exam (OSCE) was the most commonly used method of assessment (53%). Other assessments included MCQ and workplace based assessments. Only nine courses used a single method of assessment. Issues raised included, logistics and costs of assessing mainly by OSCE, the robustness and reliability of such exams and integration with other clinical skills.ConclusionsIt is encouraging that a variety of assessment methods are being used within UK medical schools and that these methods target different components of clinical communication skills acquisition.

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“…7 The emphasis in the curriculum of undergraduate students in the healthcare professions has been on the training, acquisition and demonstration of communication skills in general and not listening skills. 8,9 Research evidence has also shown that listening skills could be taught or enhanced through specific instructions. 6,7 But, Pearce et.…”

Section: Introductionmentioning

confidence: 99%

An Analysis of Listening Skills of Healthcare Students in Nigeria

Olukoga¹,

Foláyan²,

Harris³

et al. 2011

West African Journal of Medicine

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BACKGROUND: Listening is a primary communication skill essential for human learning and reported to be positively correlated with school achievement. It enables the healthcare professional to explore fully the ideas and concerns of the patient during a healthcare encounter. It is especially needed by healthcare students and professionals in light of the study showing that the typical physician will interrupt a patient after about 18-23 seconds. OBJECTIVE: The objective of this study was to measure the listening skills of the undergraduate health sciences students in a Nigerian setting and to attempt to explain different levels of individual listening skills. METHODS: Selected undergraduate students in medicine, dentistry, nursing and physiotherapy who volunteered to complete a self-administered questionnaire were studied. The questionnaire contained seventeen items, ranked on a 5-point Likert scale on the various habits people adopt when listening to others and the students' three most recent academic test scores. RESULTS: The mean (SD) score for the seventeen items was 2.72 (1.14) out of 5. Seven items had mean scores greater than 3.00, eight items had mean scores between 2.00 and 3.00, and two items had mean less than 2.00. The students had a minimum score of 27 and a maximum score of 67 compared with a possible 17 and 85. The mean (SD) score for the listening scale by the students was 46.87 (7.33). Eighty percent of the respondents had good listening skills. There were no statistically significant associations between the listening skills scores of the students and several possible explanatory variables -age, gender, course being studied and test scores. CONCLUSION: The findings indicate that neither males nor females are the better listeners. It showed impressively high levels of listening skills among the respondents. There was the absence of explanatory variables which were significant in explaining differences between individual listening skill scores. WAJM 2010; 29(2): 104-108.

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Predicting communication skills with a paper-and-pencil test

Cited by 25 publications

References 17 publications

Part 12: Education, implementation, and teams

Part 12: Education, implementation, and teams

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

An Analysis of Listening Skills of Healthcare Students in Nigeria

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