The value of feedback in teaching interviewing skills to medical students

Abstract

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.

Behaviorally Defined Patient-Centered Communication—A Narrative Review of the Literature

“…4,6,9 The above successes have exposed the next problem to be solved and, we propose, the new direction for the field. Specific definitions of patient-centered medicine and explicit directions for practice, many warn, are lacking, 4,5,7,8,[24][25][26][27][28] impeding both research and teaching 10,29,30 and resulting in variable and sometimes contradictory recommendations for educating learners. 5,7,8,26 There currently is no accepted model/method of PCC for teaching or research on PCC.…”

Doctor-Patient Communication in Surgery

“…Suggestions for improving communication included information pamphlets (Johnson et al 1970), audiovisual aids and group therapy (Schmitt et al 1973), specific coping techniques (Langer et al 1975) and teaching communication skills to medical students (Maddison 1978, Maguire 1978. However, none of these techniques is being used routinely on surgical wards in Southampton.…”

Saúde mental para médicos que atuam na estratégia saúde da família: uma contribuição sobre o processo de formação em serviço

“…Embora muitos países do mundo já tenham adotado a atenção primária como estratégia chave na organização de seu sistema de saúde, alguns, mais recentemente, vêm-se destacando na 271 18 já haviam demonstrado que a utilização de técnicas de áudio e vídeo feedback, quando os próprios alunos conduziam entrevistas médi-cas com seus pacientes e depois analisavam o material gravado em grupo, eram mais eficazes que aulas expositivas no desenvolvimento de habilidades para entrevistar os pacientes. Essas técnicas foram então aprimoradas ao longo dos anos e passaram a ser também utilizadas com sucesso no desenvolvimento de habilidades para a abordagem de problemas específicos de saúde mental na atenção primária, como: síndrome da fadiga crônica; psicoses; demências; depressão e somatizações 19 .…”