Teaching Medical Students Interactional Skills

Werner, Arnold; Schneider, John

doi:10.1056/nejm197405302902206

Cited by 73 publications

(10 citation statements)

References 12 publications

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“…Studies have found that more specialized tests have detected such changes in students’ skills. For example, specific empathic responsiveness tests have been used to monitor improvements in students’ empathy skills (Werner & Schneider 1974; Engler et al 1981). These tests involve independent rating of students’ responses to patients in the interview setting.…”

Section: Introductionmentioning

confidence: 99%

Psychological tests to measure the effects of medical education on students’ interpersonal skills

et al. 1989

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The consulting skills required of medical students and practitioners have been categorized into a number of specific skills, two of which are: students' ability to empathize with the patient; and ability to decode non-verbal cues given by the patient in the interview. Training programmes to improve students' consulting skills are usually evaluated using analysis of students' actual interview behaviours with patients. Broad psychological and personality tests have also been used to measure changes in students' interviewing skills, but have generally not been successful. The hypothesis is advanced that more specific tests of the skills of interviewing, such as non-verbal sensitivity and empathy, would detect changes in students' ability to display these skills. As part evaluation of a consulting skills training programme, clinical students completed psychological tests of empathy and non-verbal sensitivity. Subsequent comparisons between trained and control student groups revealed no clear pattern in test results. These data suggest that specific psychological tests of empathy and non-verbal sensitivity may be no more effective in detecting changes in students' interpersonal skills than global personality measures.

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Section: Introductionmentioning

confidence: 99%

Psychological tests to measure the effects of medical education on students’ interpersonal skills

et al. 1989

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“…The apprenticeship method of clinical training often fails to equip medical students with essential skills (Heifer, 1970;Maguire & Rutter, 1976 a). Consequently, several medical schools have been experimenting with new approaches (Jason et al 1971;Werner & Schneider, 1974;Rutter & Maguire, 1976).…”

Section: Introductionmentioning

confidence: 99%

The value of feedback in teaching interviewing skills to medical students

et al. 1978

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SynopsisForty-eight medical students took part in a study to assess the value of giving students some feedback about their interviewing skills. During the study they all received training from their clinical firms. In addition, 36 of the students received 1 of 3 types of feedback training. This was given by tutors who used television replays, audiotape replays or ratings of practice interviews conducted by the students.As in previous studies there was little improvement in the interviewing skills of those students who only received training from their clinical firms. In contrast, all 3 feedback groups improved their ability to elicit accurate and relevant information. However, only the television and audiotape groups also showed gains in techniques. While the differences between these 2 groups were not significant, they all favoured the television group.

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“…(2) For assessing interviewing skills: the rating scale as developed by Enelow and Schneider [17] in a German adaptation by Buchinger [18].…”

Section: Methods Of Assessmentmentioning

confidence: 99%

Can Medical Students Acquire Patient Centered Attitudes at Medical Schools?

Schüffel¹

1983

Psychother Psychosom

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Progress in psychosomatic medicine will largely depend on the kind of attitudinal learning that takes place at medical schools. What can be achieved by a patient-centered training programme emphasizing attitudinal learning? In a research programme 350 students were introduced to principles of patient-centered medicine in so-called peer groups on history taking (‘Anamnesegruppen’). By the end of group work, students exhibited more realistic and less defensive expectations towards the patients and felt more confident about their peers’ support. The interviewing skills had improved. The training scheme appeals to approximately 20 % of the students. It has been adopted by various other places in the Federal Republic of Germany and Switzerland. Basic institutional aids became apparent: access to patients, supervision, regional meetings. It is assumed that students learn how to link role performance with personal self-awareness, how to trust and be accepted, how to face the faculty. Four overlapping stages basic to the learning process (exposing, reflecting, acting, progressing) are discussed. It is concluded that in medical schools patient-oriented attitudinal learning is possible. Peer learning seems to be decisive. Interdisciplinary research into peer learning is recommended.

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Teaching Medical Students Interactional Skills

Cited by 73 publications

References 12 publications

Psychological tests to measure the effects of medical education on students’ interpersonal skills

Psychological tests to measure the effects of medical education on students’ interpersonal skills

The value of feedback in teaching interviewing skills to medical students

Can Medical Students Acquire Patient Centered Attitudes at Medical Schools?

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