Medical students' communication skills in clinical education: Results from a cohort study

TY - JOUR

T1 - Medical students' communication skills in clinical education: Results from a cohort study

AU - Bachmann, Cadja

AU - Roschlaub, Silke

AU - Harendza, Sigrid

AU - Keim, Rebecca

AU - Scherer, Martin

N1 - Copyright © 2017. Published by Elsevier B.V.

PY - 2017/10

Y1 - 2017/10

N2 - OBJECTIVE: To assess students' communication skills during clinical medical education and at graduation.METHODS: We conducted an observational cohort study from 2007 to 2011 with 26 voluntary undergraduate medical students at Hamburg University based on video-taped consultations in year four and at graduation. 176 consultations were analyzed quantitatively with validated and non-validated context-independent communication observation instruments (interrater reliability ≥0.8). Based on observational protocols each consultation was also documented in free-text comments, salient topics were extracted afterwards.RESULTS: 26 students, seven males, were enrolled in the survey. On average, graduates scored higher in differential-diagnostic questioning and time management but showed deficiencies in taking systematic and complete symptom-oriented histories, in communication techniques, in structuring consultations and in gathering the patients' perspectives. Patient-centeredness and empathy were rather low at graduation. Individual deficiencies could barely be eliminated.CONCLUSION: Medical students were able to enhance their clinical reasoning skills and their time management. Still, various communication deficiencies in final year students became evident regarding appropriate history taking, communication skills, empathy and patient-centeredness.PRACTICE IMPLICATIONS: The necessity of developing a longitudinal communication curriculum with enhanced communication trainings and assessments became evident. A curriculum should ensure that students' communication competencies are firmly achieved at graduation.

AB - OBJECTIVE: To assess students' communication skills during clinical medical education and at graduation.METHODS: We conducted an observational cohort study from 2007 to 2011 with 26 voluntary undergraduate medical students at Hamburg University based on video-taped consultations in year four and at graduation. 176 consultations were analyzed quantitatively with validated and non-validated context-independent communication observation instruments (interrater reliability ≥0.8). Based on observational protocols each consultation was also documented in free-text comments, salient topics were extracted afterwards.RESULTS: 26 students, seven males, were enrolled in the survey. On average, graduates scored higher in differential-diagnostic questioning and time management but showed deficiencies in taking systematic and complete symptom-oriented histories, in communication techniques, in structuring consultations and in gathering the patients' perspectives. Patient-centeredness and empathy were rather low at graduation. Individual deficiencies could barely be eliminated.CONCLUSION: Medical students were able to enhance their clinical reasoning skills and their time management. Still, various communication deficiencies in final year students became evident regarding appropriate history taking, communication skills, empathy and patient-centeredness.PRACTICE IMPLICATIONS: The necessity of developing a longitudinal communication curriculum with enhanced communication trainings and assessments became evident. A curriculum should ensure that students' communication competencies are firmly achieved at graduation.

KW - Journal Article

U2 - 10.1016/j.pec.2017.05.030

DO - 10.1016/j.pec.2017.05.030

M3 - SCORING: Journal article

C2 - 28601262

VL - 100

SP - 1874

EP - 1881

JO - PATIENT EDUC COUNS

JF - PATIENT EDUC COUNS

SN - 0738-3991

IS - 10

ER -