Reflective writing in the teaching of communication skills for medical students—a systematic review.

2022 ◽  
Author(s):  
Renato Soleiman Franco ◽  
Camila Ament Giuliani dos Santos Franco ◽  
Milton Severo ◽  
Maria Amélia Ferreira ◽  
Orit Karnieli-Miller
Keyword(s):  
Systematic Review ◽  
Medical Students ◽  
Communication Skills ◽  
Reflective Writing

scholarly journals Assessing Communication Skills of Medical Students in Objective Structured Clinical Examinations (OSCE) - A Systematic Review of Rating Scales

PLoS ONE ◽  
2016 ◽  
Vol 11 (3) ◽  
pp. e0152717 ◽  
Author(s):  
Musa Cömert ◽  
Jördis Maria Zill ◽  
Eva Christalle ◽  
Jörg Dirmaier ◽  
Martin Härter ◽  
...  
Keyword(s):  
Systematic Review ◽  
Medical Students ◽  
Communication Skills ◽  
Rating Scales ◽  
Objective Structured Clinical Examinations

scholarly journals Added value of assessing medical students’ reflective writings in communication skills training: a longitudinal study in four academic centres

BMJ Open ◽  
2020 ◽  
Vol 10 (11) ◽  
pp. e038898
Author(s):  
Camila Ament Giuliani Franco ◽  
Renato Soleiman Franco ◽  
Dario Cecilio-Fernandes ◽  
Milton Severo ◽  
Maria Amélia Ferreira ◽  
...  
Keyword(s):  
Medical Students ◽  
Communication Skills ◽  
Skills Training ◽  
Reflective Writing ◽  
Assessment Methods ◽  
Added Value ◽  
Clinical Communication ◽  
Elective Course ◽  
Fourth Year Medical Students ◽  
Multiple Choice Questionnaire

ObjectivesThis study describes the development and implementation of a model to assess students’ communication skills highlighting the use of reflective writing. We aimed to evaluate the usefulness of the students’ reflections in the assessment of communication skills.DesignThird-year and fourth-year medical students enrolled in an elective course on clinical communication skills development were assessed using different assessment methods.Setting and participantsThe communication skills course was offered at four universities (three in Brazil and one in Portugal) and included 69 students.Outcome measuresThe students were assessed by a Multiple-Choice Questionnaire (MCQ), an objective structured clinical examination (OSCE) and reflective writing narratives. The Cronbach’s alpha, dimensionality and the person’s correlation were applied to evaluate the reliability of the assessment methods and their correlations. Reflective witting was assessed by applying the Reflection Evaluation for Enhanced Competencies Tool Rubric (Reflect Score (RS)) to measure reflections’ depth, and the Thematic Score (TS) to map and grade reflections’ themes.ResultsThe Cronbach alpha for the MCQ, OSCE global score, TS and RS were, respectively, 0.697, 0.633, 0.784 and 0.850. The interobserver correlation for the TS and RS were, respectively, 0.907 and 0.816. The assessment of reflection using the TS was significantly correlated with the MCQ (r=0.412; p=0.019), OSCE (0.439; p=0.012) and RS (0.410; p=0.020). The RS did not correlate with the MCQ and OSCE.ConclusionsAssessing reflection through mapping the themes and analysing the depth of reflective writing expands the assessment of communication skills. While the assessment of reflective themes is related to the cognitive and behavioural domains of learning, the reflective depth seems to be a specific competence, not correlated with other assessment methods—possibly a metacognitive domain.

Depression and Suicidal Behavior in Medical Students: A Systematic Review

2015 ◽  
Vol 11 (2) ◽  
pp. 86-101 ◽  
Author(s):  
Ricardo Moutinho Coentre ◽  
Maria Luisa Figueira
Keyword(s):  
Systematic Review ◽  
Medical Students ◽  
Suicidal Behavior

scholarly journals Medical Students and Patients Benefit from Virtual Non-Medical Interactions Due to COVID-19

2021 ◽  
Vol 8 ◽  
pp. 238212052110283
Author(s):  
Taylor M Coe ◽  
Trevor J McBroom ◽  
Sarah A Brownlee ◽  
Karen Regan ◽  
Stephen Bartels ◽  
...  
Keyword(s):  
Medical Students ◽  
Communication Skills ◽  
Patient Experience ◽  
Clinical Medicine ◽  
Organ Transplant ◽  
Medical Patient ◽  
Pilot Program ◽  
Transplant Recipients ◽  
Kidney Transplant Recipients ◽  
Clinical Communication

Background: Patient care restrictions created by the COVID-19 pandemic constrained medical students’ ability to interact directly with patients. Additionally, organ transplant recipients faced increasing isolation due to the rise of telemedicine, the importance of social distancing and their immunosuppressed state. We created a pilot program to pair students with transplant patients for structured, virtual encounters and studied its impact on medical students and patients. Methods: In May 2020, medical students conducted virtual visits with patients via telephone or video conferencing. Patients and students were surveyed regarding their experiences and independent focus groups were conducted. The survey responses and focus group discussions were deidentified, transcribed, and analyzed for themes. Results: Ten participating students were in their first, second, or final year of medical school. The 14 patients were liver or kidney transplant recipients or kidney donors. All interactions lasted longer than 30 minutes, with 56% greater than 1 hour. Three themes emerged related to the student experience: improvement of their clinical communication skills, development of knowledge and attitudes related to organ transplantation and donation, and independent management of a patient encounter. Three themes related to the patient experience: appreciation of the opportunity to share their personal patient experience to help educate future physicians, a cathartic and personally illuminating experience and an opportunity to share the message of donation. Conclusions: This pilot program provided a novel opportunity for virtual student-patient interactions that was feasible, well-received, and mutually beneficial. The use of virtual non-medical patient experiences allowed for experiential learning during which students learned about both clinical medicine and enhanced their communication skills directly from patients. Additionally, patients were able to engage with medical students in a new way, as teachers of clinical interactions, and reported a high level of satisfaction in addition to deriving personal benefit.

scholarly journals Affective and cognitive components of students’ attitudes towards communication learning - validation of the Communication Skills Attitude Scale in a cohort of polish medical students

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Piotr Przymuszała ◽  
Magdalena Cerbin-Koczorowska ◽  
Patrycja Marciniak-Stępak ◽  
Łucja Zielińska-Tomczak ◽  
Martyna Piszczek ◽  
...  
Keyword(s):  
Medical Students ◽  
Communication Skills ◽  
Behavioral Control ◽  
Attitude Scale ◽  
Future Research ◽  
Perceived Behavioral Control ◽  
Negative Attitudes ◽  
Retest Reliability ◽  
Cognitive Components ◽  
Test Retest Reliability

Abstract Background The Communication Skills Attitude Scale (CSAS) is a recognized tool for assessment of attitudes towards communication learning. In the original version, it consists of 26 items divided on theoretical assumptions into two subscales: Positive and Negative Attitudes Scales. However, the evidence for its structure seems unsatisfactory, and a simple division into positive and negative attitudes may be insufficient to describe attitudes of medical students towards communication learning. Moreover, the existing evidence of the test-retest reliability of the CSAS seems limited. Consequently, this study aimed to provide more evidence on its psychometric properties while validating the CSAS questionnaire in a cohort of Polish medical students. Methods The CSAS was translated, adapted into Polish, and validated in a cohort of 389 Polish medical students. Statistical analysis involved, among others, parallel analysis to determine the number of factors, confirmatory factor analysis to compare the proposed model with theory-based ones, and test-retest reliability analysis. Results Conducted analysis revealed that in the examined population, the CSAS should rather consist of four than two subscales. Proposed four subscales addressed perceived outcomes of communication learning, positive and negative attitudes towards it (affective components), and factors motivating students to learn communication (a cognitive component of attitudes). Results of test-retest reliability were satisfactory for individual items and subscales. Conclusions This study presented a valid and reliable version of the Communication Skills Attitude Scale for Polish medical students and confirmed previous assumptions that CSAS may also be appropriate for assessment of affective and cognitive components of attitudes. Future research should, based on Ajzen’s Theory of Planned Behavior, make attempts to develop a tool assessing not only attitudes but also subjective norms and perceived behavioral control.

Teaching spirituality to medical students: a systematic review

2021 ◽  
pp. 1-22
Author(s):  
Dena Crozier ◽  
Amy Greene ◽  
Mary Schleicher ◽  
Johanna Goldfarb
Keyword(s):  
Systematic Review ◽  
Medical Students
Sign in / Sign up

Export Citation Format

Share Document