An Objective Structured Clinical Exam As a Tool for Assessing the Communicative Skills of Residents in Simulated Conditions

2021 ◽  
Vol 9 (1) ◽  
pp. 30-36
Author(s):  
E. Vasil'eva ◽  
M. Tomilova
Keyword(s):  
Communication Skills ◽  
Research Problem ◽  
Professional Communication ◽  
Communicative Skills ◽  
Clinical Exam ◽  
New Methods ◽  
Objective Structured Clinical Exam ◽  
Medical University ◽  
Clinical Departments ◽  
General Communication

The relevance of the research problem is due to the need to update theoretical views and practical actions to create new methods for an objective and structured assessment of the communication skills of students at a medical university. The purpose of the article is to prove the suitability, reliability, feasibility of an objective structured clinical examination (OSKE) as a tool for assessing the communication skills of residents in simulated conditions during the intermediate certification of students. The leading research method was an experiment on the development and implementation of three stations within the framework of the OSKE to assess the communication skills of 77 residents who completed the training course in the discipline "Communication skills" necessary information and resistance to doctor's recommendations. The article shows that experts highly assess the level of formation of general communication skills and skills of explaining information to the patient among the majority of examinees. It was revealed that communication skills associated with persuading the patient to follow the doctor's recommendations require improvement. Based on the methods of oral questioning and questioning, as well as psychometric analysis of the exam results, it has been proven that the developed OSKE is a reliable and valid tool for assessing the communication skills of residents in simulated conditions. The materials presented in the article can be used for intermediate and final certification of students in residency, as well as in the process of teaching future doctors the skills of communicating with patients at clinical departments. The technology of the exam, developed by the authors, will make it possible to fairly objectively assess communication skills, to cause the examinees to experience a sense of fairness in assessment, which is one of the factors in the emergence of a positive attitude towards improving the activity of professional communication.

scholarly journals An objective structured clinical examination to assess the communication skills of students

2019 ◽  
Vol 29 (Supplement_4) ◽  
Author(s):  
Z Bekbergenova ◽  
G Derbissalina ◽  
A Umbetzhanova ◽  
G Alibekova ◽  
G Mauletbayeva ◽  
...  
Keyword(s):  
Communication Skills ◽  
Clinical Examination ◽  
Professional Competence ◽  
Communicative Competence ◽  
General Medicine ◽  
Objective Structured Clinical Examination ◽  
Practical Skills ◽  
Clinical Exam ◽  
Objective Structured Clinical Exam

Abstract Background Communicative competence is one of the important components of professional competence that needs to be developed in the process of training future doctors. Methods At the end of the study of the “General Practice” module, students of the 5th year of the specialty General Medicine must pass a two-stage exam consisting of comprehensive testing and acceptance of practical skills of an objective structured clinical exam (OSKE) with the participation of volunteers. Students, who passed the exam, anonymously filled out the questionnaire on the evaluation of the organization of the OSKE with volunteers and their communication skills. Results The analysis of the questionnaires showed that 4% of the students noted the unfriendliness of the volunteers, 27% wrote that it was difficult to engage with the volunteers in the collection of the anamnesis, 2% of the students, unfortunately, had never before encountered a similar situation. 12% of students who passed the exam wished to improve the communication skills of the volunteers themselves, for example, they advised to speak louder, not to ask unnecessary and unnecessary questions, to get more real in the role of the patient. Only 10% of examinees decided that OSKE did not develop their communication skills; 24% noted individual stations, which caused them some difficulties. However, the students themselves acknowledged their poor preparedness, including during communication with standardized patients. Conclusions The analysis of the questionnaires showed that the students themselves are self-critical of their communication skills and recognize the need for their continuous improvement. Key messages The student’s communicative competence can be assessed by conducting an objective structured clinical examination. Conducting an objective structured clinical examination with volunteers can improve the communicative competence of students.

scholarly journals Practices for the development of communicative skills of professional communication of medical university students

2019 ◽  
Vol 7 (4) ◽  
pp. 4
Author(s):  
M. V. Fomina ◽  
S. V. Maslovskaya
Keyword(s):  
Social Support ◽  
Coping Strategies ◽  
Communicative Competence ◽  
Health Planning ◽  
Professional Communication ◽  
Conflict Behavior ◽  
Professional Activity ◽  
Communicative Skills ◽  
The Future ◽  
Medical University

Introduction.In this article the problem of formation of communicative skills of professional communication of students of medical high School is considered.  Theoretical and methodological approaches to this problem are analyzed. The theoretical basis of the study was the work of MV Rodikov, LV Kochetova, Ln. Vasilyeva about the process of formation of readiness of students of medical University for interpersonal interaction in the professional sphere and in particular the formation of skills of building trust between the doctor and the patient. The authors identified individual and personal qualities necessary for the graduate in practice, such as: the ability to diagnose the social situation; skills of effective interaction with colleagues in the workplace; possession of verbal and non-verbal means of communication in building relationships with patients; rejection of all kinds of stereotypes of patient perception [5,6]. The assessment of such important professionally significant qualities in the formation of communicative competence of the future doctor, such as sociability, tolerance, empathy, goodwill, respect, attentiveness, restraint, flexibility [7, 15]. The authors highlight the psychological characteristics of the doctor, affecting the communicative competence, such as: emotional stability; sensitivity to negative attitude on the part of the patient; anxiety; depression [13]. The important qualities of the future specialist include: the ability to be convincing in conversation with the patient and his relatives, respect for colleagues and their opinion, especially when the issue concerns controversial clinical cases and requires open discussion [8,9,10]. It is noted that the success of the interaction between the doctor and the patient depends on the skills: the establishment of primary contact; elimination of possible contradictions (clash of views of the doctor and the patient); correction of conflict behavior of the patient during medical consultation; ability to inform the patient of "bad news" concerning his health; planning joint actions with the patient [4, 14,31].Materials and methods. A study was conducted on the diagnosis of the ability to empathize in students of a medical university using the method of V. V. Boyko, the specifics of gender attitudes were determined using the «Sex-role questionnaire», the coping styles of behavior were studied using the method «Coping strategies indicator».Results. The study are showed that 44.7% of respondents have an average level of empathic abilities, 53.2% – understated, 2.1% – very low. The girls is in 86.6%  the emotional channel of empathy prevailed, which allows the latter to easily enter into an emotional resonance with the other person. Among young men, 52.9% showed rational, 47.1% - intuitive channels of empathy. The analysis showed of the structure of coping behavior that the first place for both girls and boys (66.6% and 88.2%, respectively) was occupied by the problem-solving strategy. The second is the search for social support, which indicates the importance of social support at the initial stage of professional activity.Discussion and Conclusions. It is noteworthy that among those surveyed, attitudes that limit emotional responsiveness prevailed, along with this, students used various empathy channels, allowing them to build the medical process most effectively in the future depending on the situation. The level of communicative competence of students did not differ in terms of "empathy" depending on the specialization. The active position was in the choice of coping strategies allow students to overcome the influence of various types of stress associated with future professional activities.

scholarly journals THE DEVELOPMENT OF COMMUNICATION SKILLS OF STUDENTS OF SECONDARY SCHOOL AS A COMPONENT OF THEIR LEADERSHIP POTENTIAL

2021 ◽  
Vol 2 ◽  
pp. 292-303
Author(s):  
Vasyl Kovalchuk ◽  
Tatiana Yermak
Keyword(s):  
Communication Skills ◽  
Personal Development ◽  
Professional Communication ◽  
Communicative Skills ◽  
Leadership Potential ◽  
Joint Activities ◽  
The Social ◽  
Human Need ◽  
The Individual ◽  
Personal Success

The professional effectiveness depends on many factors, and good verbal communication skills, as a basis for productive relationships, mutual understanding and realization of goals and objectives of professional effectiveness as a way of self-improvement, self-realization and overcoming personal crises, are of great importance. The communication skills are basic ones in forming a leader. The concept of "communication skills" in the article is defined as the ability to communicate effectively, the ability to understand what the interlocutor means and be understood by them, the ability to negotiate, achieve their goals through communication. This type of skills performs many important functions in the personal development: provides psychological comfort, allows you to organize joint activities, meets the natural human need for communication, helps to assert itself, socially realize themselves. The success of a person in life depends on the ability to communicate. The personal success depends on the communication skills. Communication skills are important both for the social realization of the individual and for psychological life satisfaction. The article substantiates the problem of developing students' communication skills. The pedagogical conditions for the development of students' communication skills, including: creation of a favorable educational environment, application of a personality-oriented approach to learning, modeling of real professional communication conditions, are identified and substantiated. Information-communicative, regulatory-communicative and affective-communicative skills are singled out. To determine the level of development of these skills, we used the method of determining communicative levels of communicative and organizational tendencies: very low, low, medium, high. The study involved 196 students and 30 teachers of the educational complex of lyceum №157 in Kyiv.

A multi-institutional study of the Family Conference Objective Structured Clinical Exam: a reliable assessment of professional communication

2011 ◽  
Vol 201 (4) ◽  
pp. 492-497 ◽  
Author(s):  
Jeffrey G. Chipman ◽  
Travis P. Webb ◽  
Mohsen Shabahang ◽  
Stephanie F. Heller ◽  
Joan M. vanCamp ◽  
...  
Keyword(s):  
Professional Communication ◽  
Clinical Exam ◽  
Family Conference ◽  
Reliable Assessment ◽  
The Family ◽  
Objective Structured Clinical Exam

scholarly journals Use of an objective structured clinical exam (OSCE) for early identification of communication skills deficits in interns

2017 ◽  
Vol 40 (1) ◽  
pp. 40-44 ◽  
Author(s):  
Mary Ellen J. Goldhamer ◽  
Amy Cohen ◽  
Michelle Brooks ◽  
Eric A. Macklin ◽  
John Patrick T. Co ◽  
...  
Keyword(s):  
Communication Skills ◽  
Early Identification ◽  
Clinical Exam ◽  
Objective Structured Clinical Exam

Evolving an Immersive Medical Communication Skills Trainer

2006 ◽  
Vol 15 (1) ◽  
pp. 33-46 ◽  
Author(s):  
Kyle Johnsen ◽  
Robert Dickerson ◽  
Andrew Raij ◽  
Cyrus Harrison ◽  
Benjamin Lok ◽  
...  
Keyword(s):  
Communication Skills ◽  
Medical Doctor ◽  
End User ◽  
Medical Communication ◽  
Clinical Exam ◽  
Physician Assistant Students ◽  
Objective Structured Clinical Exam ◽  
Overall Performance ◽  
High Level ◽  
The Impact

This paper presents our experiences in evolving the Virtual Objective Structured Clinical Exam (VOSCE) system. This system allows medical students to experience the interaction between a patient and a medical doctor using natural methods of interaction with a high level of immersion. These features enable the system to provide training on medical communication skills. We discuss the experiences of a group of medical and physician assistant students that pilot tested the system. Further, we examine the impact of evolving the system based on their feedback. The VOSCE system's performance in subsequent studies has indicated that end-user feedback improvements have significantly impacted overall performance and efficacy.

scholarly journals ORDINATORS REPRESENTATIONS ABOUT DOCTOR'S COMMUNICATIVE SKILLS

2021 ◽  
Vol 10 (34) ◽  
Author(s):  
M.I TOMILOVA ◽  
◽  
O.A KHARKOVA ◽  
Keyword(s):  
Communication Skills ◽  
Research Question ◽  
Group Discussion ◽  
Skills Training ◽  
Medical Consultation ◽  
Physician Communication ◽  
Communication Skills Training ◽  
Communicative Skills ◽  
Medical University ◽  
Validation Strategy

Purpose: to describe the residents’ views about the communication skills of a doctor. Research question: What are the residents' perceptions of physician communication skills from the perspective of the Calgary-Cambridge Model of Medical Consultation? Methods: Qualitative Research. The data collection method was a focus group discussion. The study used qualitative-quantitative deductive content analysis and used OpenCode 4.02 to encode and categorize text units. Analytical triangulation served as a data validation strategy. Results: The study found that residents had an idea of the communication skills required by a doctor at all stages of a medical consultation using the Calgary-Cambridge model. Informants are most knowledgeable about the skills in the "start consultation", "examination" and "explain and planning" phases. Residents' knowledge of the communication skills required by the doctor at the “information gathering” and “consultation completion” stages is virtually non-existent. Practical relevance: the research results can be used in the design of communication skills training programs in a medical university.

TEACHING COMMUNICATION SKILLS TO MEDICAL STUDENTS

2021 ◽  
Vol 31 (3) ◽  
pp. 343-349
Author(s):  
T.Yu. Pomytkina
Keyword(s):  
Medical Students ◽  
Communication Skills ◽  
Medical Specialty ◽  
Educational Process ◽  
Communicative Skills ◽  
Joint Development ◽  
Clinical Scenarios ◽  
The Future ◽  
Clinical Departments ◽  
Future Doctor

In connection with the necessity of formation of communicative skills of the future doctor there is an actual question on methodology of formation of skills of the future doctor with patients, namely: what experts (teachers of what departments), when and how should form communicative skills of the future doctor. The purpose of this study is to substantiate the most effective forms and methods of the educational process in the formation of communication skills of the future doctor. 87 % of teachers of clinical departments who participated in the study believe that it is necessary to teach communication skills to medical students from the 1st year of medical school. The most effective they recognize the joint training within the modular discipline using the "standardized patient" method, which, in turn, requires the joint development of clinical scenarios, checklists and other methodological materials to create a database of "clinical cases" for each medical specialty.

Phraseology in Teaching Professional Communication in Russian Language to Foreign Students

2021 ◽  
Vol 10 (4) ◽  
pp. 61-66
Author(s):  
N. Basko
Keyword(s):  
Communication Skills ◽  
Foreign Students ◽  
Communicative Competence ◽  
Russian Language ◽  
Professional Communication ◽  
Economic Discourse ◽  
Linguistic Resources ◽  
Speech Control ◽  
Teaching Professional

The article is devoted to the role and possibilities of using phraseology in teaching professional communication skills in Russian to foreign students. As an example, phraseological units are discussed that are used in professional communication in the field of economics and business. The article contains such linguistic characteristics of phraseological units in the economic discourse as semantics, stylistic properties, etymology, communicative value. Teaching professional communication with the use of phraseology assumes acquaintance of foreign students with the main linguistic characteristics of phraseological units, i.e. with their grammatical properties, lexical and syntactic compatibility, features of functioning in speech. Control tests are aimed at mastering the semantics of phraseological units, at developing the skills and abilities of using phraseological units in professional speech. The author of the article comes to the conclusion that the use of phraseological expressions in teaching professional communication allows to consider phraseology as one of the linguistic resources that contributes to the formation of communicative competence in the professional sphere among foreign students.

Perspective Taking als Methode zur kommunikativen Kom­pe­tenz­entwicklung im Jurastudium

Rhetorik ◽  
2021 ◽  
Vol 40 (1) ◽  
pp. 31-46
Author(s):  
Theresa Gleiss ◽  
Olaf Kramer
Keyword(s):  
Communication Skills ◽  
Perspective Taking ◽  
Communicative Competence ◽  
Legal Education ◽  
Communicative Skills ◽  
Interdisciplinary Project ◽  
Everyday Work ◽  
The University

Abstract Although lawyers and judges often face communicative challenges in their everyday work, communicative skills are hardly trained in legal education. Based on the interdisciplinary project „Law and Rhetoric“ at the University of Tübingen, the paper highlights addressee-oriented communication and perspective-taking as central aspects of communicative competence. Through addressee orientation and the development of the ability to adopt perspectives, students are given the opportunity to think through communicative situations systematically and to anticipate communicative resistances. In contrast, the widespread focus on performance in the field of rhetorical key qualifications in legal educations only allows a restricted growth of communication skills and does not reach far enough.

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