Communication skills assessment: the perceptions of medical students at the University of Nottingham

2002 ◽  
Vol 36 (9) ◽  
pp. 868-878 ◽  
Author(s):  
Charlotte Rees ◽  
Charlotte Sheard ◽  
Amy McPherson
Keyword(s):  
Medical Students ◽  
Communication Skills ◽  
Skills Assessment ◽  
The University

scholarly journals A survey of communication skills teaching at medical school

2006 ◽  
Vol 88 (3) ◽  
pp. 84-86 ◽  
Author(s):  
Andrew Raftery ◽  
Particia Scowen
Keyword(s):  
Informed Consent ◽  
Medical Students ◽  
Medical School ◽  
Communication Skills ◽  
Undergraduate Education ◽  
General Medical Council ◽  
Skills Assessment ◽  
Medical Council ◽  
Surgical Practice ◽  
Essential Component

Communication is an essential component of surgical practice. Awareness of its importance is increasing among surgeons due to both the association between litigation and poor communication and recent requirements for obtaining informed consent. The General Medical Council has stated that medical students should have acquired and demonstrated their proficiency in communication by the end of their undergraduate education. Furthermore, communication skills assessment is now a pass/fail component of the intercollegiate MRCS examination of the surgical royal colleges.

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

2015 ◽  
Vol 26 (9) ◽  
pp. 670-674 ◽  
Author(s):  
Chin-Chou Huang ◽  
Chia-Chang Huang ◽  
Ying-Ying Yang ◽  
Shing-Jong Lin ◽  
Jaw-Wen Chen
Keyword(s):  
Medical Students ◽  
Communication Skills ◽  
Skills Assessment

scholarly journals Using multimedia to assist students with communication skills and biopsychosocial integration: An evaluation

2000 ◽  
Vol 16 (2) ◽  
Author(s):  
Teng Liaw ◽  
Gregor Kennedy ◽  
Mike Keppell ◽  
John Marty ◽  
Ruth McNair
Keyword(s):  
Medical Students ◽  
Communication Skills ◽  
Interface Design ◽  
Formative Evaluation ◽  
Evaluation Framework ◽  
Instructional Designers ◽  
Clinical Communication ◽  
Biopsychosocial Approach ◽  
The University ◽  
Facilitated Learning

<span>This paper reports on the development rationale and evaluation of a computer facilitated learning (CFL) package which aimed to assist medical students with their clinical communication skills and develop an integrated biopsychosocial approach to identifying a patient's problems. Using a formative evaluation framework developed at the University of Melbourne the CFL package, </span><em>Communicating with the Tired Patient,</em><span> underwent a three stage review. Initial evaluation consisted of both formal and informal conceptual and technical review by content experts, instructional designers and evaluators. The final stage of the evaluation involved the survey and observation of 110 medical students interacting with the package. Students were very positive about the instructional and interface design of the package and indicated that the package assisted with their understanding of issues associated with clinical communication. Nevertheless, a number of areas were highlighted where either the package or the learning environment could be modified or improved.</span>

German Language Adaptation of the Kalamazoo Communication Skills Assessment Form (KCSAF): A Multi-Method Study of Two Cohorts of Medical Students

2019 ◽  
Vol 33 (2) ◽  
pp. 135-147
Author(s):  
Kristina Schick ◽  
Pascal O. Berberat ◽  
Martina Kadmon ◽  
Sigrid Harendza ◽  
Martin Gartmeier
Keyword(s):  
Medical Students ◽  
Communication Skills ◽  
Model Fit ◽  
Skills Assessment ◽  
Self Assessment ◽  
Video Assessment ◽  
Acceptable Model ◽  
Conversational Competence ◽  
Good Internal Consistency ◽  
Standardised Patients

Abstract. This work investigates the German version of the Kalamazoo Communication Skills Assessment Form (KCSAFd) for three assessment methods: students' self-assessment (KCSAFd-self), assessment by standardised patients (KCSAFd-sPat) and video-assessment by trained raters (KCSAFd-video). Videotaped simulated patient consultations of N = 163 medical students from the first ( n = 97) and the final clinical years ( n = 66) were rated using the KCSAFd. Investigating the psychometric properties of the instrument, we found a two factor-construct with interpersonal and conversational competence. All methods showed good internal consistency and acceptable model fit values. Additionally, we found plausible relationships between the three methods and meaningful differences between the two groups of students.

scholarly journals Designing and Psychometric Assessing of Physician-Patient Communication Skills Tool

2020 ◽  
Vol 10 (5) ◽  
pp. 329-338
Author(s):  
Omid Rasekhi ◽  
◽  
Rabiollah Farmanbar ◽  
Mandana Shirazi ◽  
◽  
...  
Keyword(s):  
Factor Analysis ◽  
Medical Students ◽  
Communication Skills ◽  
Content Validity ◽  
Assessment Tool ◽  
Patient Communication ◽  
Skills Assessment ◽  
Medical Sciences ◽  
Physician Patient Communication ◽  
Physician Patient

Background: Assessment of physicians’ communication skills with patients is essential to ensure effective treatment. Achieving such a goal requires the use of a valid, native, and culturally-based tool. This study aimed to design a physician-patient communication skills assessment tool and evaluate its validity and reliability among the medical students of Guilan University of Medical Sciences, Rasht City, Iran. Methods: In this cross-sectional, descriptive, and analytical study, out of 400 medical students (interns), 300 were selected by a stratified random sampling method. The initial tool with 30 items was evaluated by calculating the item impact index in the target group. Also, its ratio and content validity indexes were assessed by 10 experts’ views and factor analysis. The reliability of the research tool was confirmed by assessing the internal consistency by calculating the Cronbach alpha value.  Results: Out of the 30 initial items, after calculating the item impact score index of higher than 1.5, the content validity ratio greater than 0.51, the content validity index higher than 0.79, and exploratory factor analysis,18 items remained and were considered suitable for the physician-patient communication skills assessment tool. Then, these variables were loaded considering the amount of special value greater than 1 under four factors. The reliability of the research tool was confirmed by calculating the Cronbach alpha coefficient of 0.92. The instrument was also confirmed by confirmatory factor analysis regarding its appropriate fitness indices. This study provided a proper and native instrument with 18 valid and reliable items for the assessment of physician-patient communication skills in medical students.  Conclusion: The results of this study could be of interest to researchers in evaluating physician-patient communication skills in other medical sciences universities of Iran. 

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