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

Huang, Chin Chou; Huang, Chia Chang; Yang, Ying; Lin, Shing Jong; Chen, Jaw Wen

doi:10.1016/j.ejim.2015.06.017

Cited by 8 publications

(5 citation statements)

References 26 publications

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“…Results showed participants were mostly in the clinical years of their studies, however it is unclear whether introduction of NTS training in clinical versus pre-clinical years has particular advantages. Few studies specified students’ socio-demographics and previous experience in NTS, complicating appraisal of the important link between such and NTS acquisition [ [96] , [97] , [98] ]. This hinders our efforts to optimize future course designs, particularly if neglected student minorities exist undetected by the current literature.…”

Section: Discussionmentioning

confidence: 99%

Developing a novel framework for non-technical skills learning strategies for undergraduates: A systematic review

Nicolaides

Cardillo

Theodoulou

et al. 2018

Annals of Medicine and Surgery

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ObjectivesThere is substantial lack of guidance when it comes to the implementation of non-technical skills (NTS) in undergraduate medical education. This review aimed to identify and critically evaluate published literature on learning strategies for NTS in undergraduate medical education and to derive a training framework targeted towards standardizing future training interventions.MethodsA systematic review of the MEDLINE database was performed using a prospective protocol following PRISMA guidelines. Studies evaluating undergraduate medical students exposed to NTS interventions, which measured subjective or objective outcomes in selected attributes, were included.ResultsInitial systematic search yielded a total of 5079 articles, out of which 68 fulfilled the inclusion criteria. A total of 24 NTS were identified, with communication skills being the most commonly reported skill evaluated (n = 37). A variety of educational tools were used (n = 32), noteworthy being the use of simulated patients. Great heterogeneity was also observed in measured outcomes and methods of assessment. A ‘triad of outcomes’ in NTS training was devised (knowledge, skill performance and attitude towards skills) and used for classification of all reported outcomes. Extracted data were used to design a non-technical skill training framework.ConclusionsThe existing literature describes a plethora of NTS interventions in undergraduate medical education, with varied outcomes and assessments. We hereby propose the ‘NTS Training Framework’, in an attempt to coordinate future research and catalyze the identification of an ideal NTS course structure to form tomorrow's physicians.

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Section: Discussionmentioning

confidence: 99%

Developing a novel framework for non-technical skills learning strategies for undergraduates: A systematic review

Nicolaides

Cardillo

Theodoulou

et al. 2018

Annals of Medicine and Surgery

View full text Add to dashboard Cite

show abstract

“…Wiskin demonstrated that there is no significant relationship between SP gender and the result of the student, while the examiner’s gender apparently affected the results: Male examiners assess the communication skills of the female students significantly better than the female examiners, while both examiners gender rates female students significantly better than men [34]. Other studies demonstrate a significant influence of the SP gender: male students performed worse when interacting with male SP, and all students performed better when interacting with the female counterparts [37]. Although significant differences in the communication behaviour of male and female physicians are reported in studies, gender aspects are rarely taken into account in medical teaching of communication skills [28].…”

Section: Introductionmentioning

confidence: 99%

Communication skills of medical students during the OSCE: Gender-specific differences in a longitudinal trend study

Graf¹,

Smolka²,

Simoes³

et al. 2017

BMC Med Educ

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BackgroundCommunication skills are essential in a patient-centred health service and therefore in medical teaching. Although significant differences in communication behaviour of male and female students are known, gender differences in the performance of students are still under-reported. The aim of this study was to analyse gender differences in communication skills of medical students in the context of an OSCE exam (OSCE = Objective Structured Clinical Examination).MethodsIn a longitudinal trend study based on seven semester-cohorts, it was analysed if there are gender differences in medical students’ communication skills. The students (self-perception) and standardized patients (SP) (external perception) were asked to rate the communication skills using uniform questionnaires. Statistical analysis was performed by using frequency analyses and t-tests in SPSS 21.ResultsAcross all ratings in the self- and the external perception, there was a significant gender difference in favour of female students performing better in the dimensions of empathy, structure, verbal expression and non-verbal expression. The results of male students deteriorated across all dimensions in the external perception between 2011 and 2014.Discussion & conclusionIt is important to consider if gender-specific teaching should be developed, considering the reported differences between female and male students.

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“…Similar sentiments were presented by participants in a study conducted in Uganda. 62 It was inferred that patients are generally comfortable with medical students’ involvement in their care. They even prefer to seek care in hospitals where medical students are trained so that the students may contribute to their care, although Polish research lacks a confirmation of such a trend.…”

Section: Discussionmentioning

confidence: 99%

Patient Perceptions of Medical Students’ Involvement in Clinical Classes: A Cross-Sectional Survey

Kaliszewski,

Makles,

Frątczak

et al. 2024

PPA

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Introduction:A crucial aspect of the education of prospective medical professionals is their interaction with patients. The study aimed to explore patients' perspectives on the interaction between medical students and themselves. It sought to understand how patients perceive this dynamic within clinical classes. The goal was to gather insights into the most favorable behavior and demeanor of medical students during these sessions, with the overarching objective of enhancing patient comfort. Material and Methods: The authors collected a total of 403 surveys from patients of a teaching hospital, regarding their perception of students as healthcare providers. The participants ranged in age from 18 to 92. 53.83% of the participants were female, and 46.17% were male. The surveys were collected between April 8th, 2022, and August 10th, 2022. The results of the anonymous survey undergone statistical analyses using the Mann-Whitney U-test for comparing two groups and the Kruskal-Wallis test for comparing more than two groups, because the Shapiro-Wilk test indicated that the data did not follow a normal distribution. Results:The study delved into patients' assessments of students' external presentation, adherence to behavioral norms, empathetic qualities, consideration during intimate examinations, and preferences for the organization of clinical classes. Our research indicates notable differences in responses based on age. Specifically, the senior demographic prioritizes students' external presentation, communication and the utilization of courteous language more often than younger individuals (p<0.05). Attendees exhibit varying levels of interest in participating in educational sessions with students based on the ward. Significantly, individuals in the gynecology ward display the least enthusiasm for engagement (p<0.05). Notably, the majority of patients perceive their involvement in the education of future healthcare professionals to be essential (83.38%). Conclusion:The study found that generally, patients voluntarily engage in educational classes with students. The relationship between patients and students is amicable, and the majority of students display a respectful demeanor toward patients. Nonetheless, preserving patient confidentiality and ensuring the proper management of classes remain persistent issues. This is particularly crucial, especially when the clinical classes pertain to intimate and personal health matters of a patient. Upholding and enriching the organization of such sessions, along with the attentiveness and knowledge of medical students regarding patient comfort, assumes heightened significance.

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

Cited by 8 publications

References 26 publications

Developing a novel framework for non-technical skills learning strategies for undergraduates: A systematic review

Developing a novel framework for non-technical skills learning strategies for undergraduates: A systematic review

Communication skills of medical students during the OSCE: Gender-specific differences in a longitudinal trend study

Patient Perceptions of Medical Students’ Involvement in Clinical Classes: A Cross-Sectional Survey

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