Do the teaching, practice and assessment of clinical communication skills align?
- Publisher:
- BMC
- Publication Type:
- Journal Article
- Citation:
- BMC Med Educ, 2024, 24, (1), pp. 609
- Issue Date:
- 2024-06-01
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Full metadata record
Field | Value | Language |
---|---|---|
dc.contributor.author | Dewi, SP | |
dc.contributor.author |
Wilson, A https://orcid.org/0000-0001-5681-9611 |
|
dc.contributor.author | Duvivier, R | |
dc.contributor.author | Kelly, B | |
dc.contributor.author | Gilligan, C | |
dc.date.accessioned | 2024-08-01T04:41:03Z | |
dc.date.available | 2024-05-23 | |
dc.date.available | 2024-08-01T04:41:03Z | |
dc.date.issued | 2024-06-01 | |
dc.identifier.citation | BMC Med Educ, 2024, 24, (1), pp. 609 | |
dc.identifier.issn | 1472-6920 | |
dc.identifier.issn | 1472-6920 | |
dc.identifier.uri | http://hdl.handle.net/10453/179956 | |
dc.description.abstract | BACKGROUND: Evidence indicates that communication skills teaching learnt in the classroom are not often readily transferable to the assessment methods that are applied nor to the clinical environment. An observational study was conducted to objectively evaluate students' communication skills in different learning environments. The study sought to investigate the extent to which the communication skills demonstrated by students in classroom, clinical, and assessment settings align. METHOD: A mixed methods study was conducted to observe and evaluate students during the fourth year of a five-year medical program. Participants were videorecorded during structured classroom 'interactional skills' sessions, as well as clinical encounters with real patients and an OSCE station calling upon communication skills. The Calgary Cambridge Observational Guides was used to evaluate students at different settings. RESULT: This study observed 28 students and findings revealed that while in the classroom students were able to practise a broad range of communication skills, in contrast in the clinical environment, information-gathering and relationship-building with patients became the focus of their encounters with patients. In the OSCEs, limited time and high-pressure scenarios caused the students to rush to complete the task which focussed solely on information-gathering and/or explanation, diminishing opportunity for rapport-building with the patient. CONCLUSION: These findings indicate a poor alignment that can develop between the skills practiced across learning environments. Further research is needed to investigate the development and application of students' skills over the long term to understand supports for and barriers to effective teaching and learning of communication skills in different learning environments. | |
dc.format | Electronic | |
dc.language | eng | |
dc.publisher | BMC | |
dc.relation.ispartof | BMC Med Educ | |
dc.relation.isbasedon | 10.1186/s12909-024-05596-8 | |
dc.rights | info:eu-repo/semantics/restrictedAccess | |
dc.subject | 1117 Public Health and Health Services, 1302 Curriculum and Pedagogy | |
dc.subject.classification | Medical Informatics | |
dc.subject.classification | 3202 Clinical sciences | |
dc.subject.classification | 3901 Curriculum and pedagogy | |
dc.subject.classification | 3904 Specialist studies in education | |
dc.subject.mesh | Humans | |
dc.subject.mesh | Communication | |
dc.subject.mesh | Clinical Competence | |
dc.subject.mesh | Educational Measurement | |
dc.subject.mesh | Education, Medical, Undergraduate | |
dc.subject.mesh | Students, Medical | |
dc.subject.mesh | Teaching | |
dc.subject.mesh | Male | |
dc.subject.mesh | Female | |
dc.subject.mesh | Physician-Patient Relations | |
dc.subject.mesh | Humans | |
dc.subject.mesh | Communication | |
dc.subject.mesh | Physician-Patient Relations | |
dc.subject.mesh | Education, Medical, Undergraduate | |
dc.subject.mesh | Educational Measurement | |
dc.subject.mesh | Clinical Competence | |
dc.subject.mesh | Students, Medical | |
dc.subject.mesh | Teaching | |
dc.subject.mesh | Female | |
dc.subject.mesh | Male | |
dc.subject.mesh | Humans | |
dc.subject.mesh | Communication | |
dc.subject.mesh | Clinical Competence | |
dc.subject.mesh | Educational Measurement | |
dc.subject.mesh | Education, Medical, Undergraduate | |
dc.subject.mesh | Students, Medical | |
dc.subject.mesh | Teaching | |
dc.subject.mesh | Male | |
dc.subject.mesh | Female | |
dc.subject.mesh | Physician-Patient Relations | |
dc.title | Do the teaching, practice and assessment of clinical communication skills align? | |
dc.type | Journal Article | |
utslib.citation.volume | 24 | |
utslib.location.activity | England | |
utslib.for | 1117 Public Health and Health Services | |
utslib.for | 1302 Curriculum and Pedagogy | |
pubs.organisational-group | University of Technology Sydney | |
pubs.organisational-group | University of Technology Sydney/Faculty of Health | |
utslib.copyright.status | recently_added | * |
dc.date.updated | 2024-08-01T04:40:59Z | |
pubs.issue | 1 | |
pubs.publication-status | Published online | |
pubs.volume | 24 | |
utslib.citation.issue | 1 |
Abstract:
BACKGROUND: Evidence indicates that communication skills teaching learnt in the classroom are not often readily transferable to the assessment methods that are applied nor to the clinical environment. An observational study was conducted to objectively evaluate students' communication skills in different learning environments. The study sought to investigate the extent to which the communication skills demonstrated by students in classroom, clinical, and assessment settings align. METHOD: A mixed methods study was conducted to observe and evaluate students during the fourth year of a five-year medical program. Participants were videorecorded during structured classroom 'interactional skills' sessions, as well as clinical encounters with real patients and an OSCE station calling upon communication skills. The Calgary Cambridge Observational Guides was used to evaluate students at different settings. RESULT: This study observed 28 students and findings revealed that while in the classroom students were able to practise a broad range of communication skills, in contrast in the clinical environment, information-gathering and relationship-building with patients became the focus of their encounters with patients. In the OSCEs, limited time and high-pressure scenarios caused the students to rush to complete the task which focussed solely on information-gathering and/or explanation, diminishing opportunity for rapport-building with the patient. CONCLUSION: These findings indicate a poor alignment that can develop between the skills practiced across learning environments. Further research is needed to investigate the development and application of students' skills over the long term to understand supports for and barriers to effective teaching and learning of communication skills in different learning environments.
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