Assessing the empathy of medical students during medical interview training in Japan by using mixed-methods surveys of simulated patients

Abstract Background Training in psychiatry requires specific knowledge, attitudes, and skills that are obtainable by simulation, of which the use is only recent and still needs further development. Evidence is accumulating on its effectiveness but requires further validation for medical students. We aimed to evaluate the effectiveness of a single-day optional teaching program in psychiatry by simulation for medical students and validate a scale measuring Confidence in Psychiatric Clinical Skills (CPCQ), as part of the assessment. Methods This was a controlled study in a French University that compared (using paired-sample Student t-tests) knowledge and attitudes (university grades and CPCQ scores) before, just after teaching with simulated patients, and 2 months later. Satisfaction with the program (including the quality of the debriefing) was also investigated. The CPCQ scale was validated by assessing the factor structure, internal consistency, and test-retest reliability. Finally, a comparison was run with a control group who received the usual psychiatric instruction using covariance analyses. Results Twenty-four medical students were included in the simulation group and 76 in the control group. Just after the simulation, knowledge and attitudes increased significantly in the simulation group. Satisfaction with the training and debriefing was very high. The CPCQ scale showed good psychometric properties: a single-factor structure, acceptable internal consistency (α = 0.73 [0.65–0.85]), and good test-retest reliability (ICC = 0.71 [0.35–0.88]). Two months after the simulation, knowledge and attitudes were significantly higher in the simulation group than the control group, despite a lack of difference in knowledge before the simulation. Conclusions Adding a simulation program in psychiatry to the usual teaching improved the knowledge and confidence of medical students. The CPCQ scale could be used for the evaluation of educational programs.

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A mixed-methods study of English vocabulary for medical purposes: medical students’ needs, difficulties, and strategies

Applied Linguistics Review ◽

10.1515/applirev-2020-0119 ◽

2021 ◽

Vol 0 (0) ◽

Author(s):

Barry Lee Reynolds ◽

Xiaofang Zhang ◽

Chen Ding

Keyword(s):

Mixed Methods ◽

Medical Students ◽

Vocabulary Learning ◽

Negative Relationship ◽

Mixed Methods Study ◽

Vocabulary Size ◽

School Students ◽

Teacher Interviews ◽

Vocabulary Strategies ◽

Medical Vocabulary

Abstract This mixed-methods study investigated the English medical vocabulary strategies, needs, and difficulties of Taiwanese medical school students via an open- and closed-ended questionnaire (n = 17), a test measuring vocabulary size (n = 17), student interviews (n = 5), and teacher interviews (n = 3). Students reported using some vocabulary strategies more than others. A statistically significant negative relationship between students’ English vocabulary size and their use of word cards for vocabulary learning was also revealed. Through analysis of the interview data gathered from the medical students and their English teachers, five vocabulary learning difficulties faced by the medical students were uncovered: (1) nonexistent intentional English vocabulary learning, (2) stagnant specialized medical English vocabulary acquisition, (3) lack of sufficient contextualized academic English writing practice with newly encountered specialized medical vocabulary; (4) lack of teacher feedback on the students’ vocabulary use; and (5) lack of pedagogical communication among faculty. The pedagogical implications of these results were discussed with a focus on improving students’ vocabulary learning efficiency in light of their specialized English medical vocabulary needs.

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Factors in Interview Training

Psychological Reports ◽

10.2466/pr0.1985.57.3.1021 ◽

1985 ◽

Vol 57 (3) ◽

pp. 1021-1022

Author(s):

Edward D. Farber ◽

Jack A. Joseph

Keyword(s):

Medical Students ◽

Medical History ◽

Psychosocial Factors ◽

Professional Education ◽

Interviewing Skills ◽

Rapport Building ◽

Interview Training ◽

Interviewing Techniques

Paraprofessionals and videotape were used to improve the interpersonal interviewing skills of medical students. Training improved rapport building, questioning skills, and interviewing techniques as assessed by students, paraprofessionals, and medical students. As rapport is influenced by complexity of the medical history, a greater focus on psychosocial factors in professional education is needed.

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A mixed-methods study identifying and exploring medical students’ views of the UKCAT

Medical Teacher ◽

10.3109/0142159x.2011.557753 ◽

2011 ◽

Vol 33 (3) ◽

pp. 244-249 ◽

Cited By ~ 10

Author(s):

J.A. Cleland ◽

F.H. French ◽

P.W. Johnston ◽

on behalf of the Scottish Medical C

Keyword(s):

Mixed Methods ◽

Medical Students ◽

Mixed Methods Study

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Junior medical students' notions of a ‘good doctor’ and related expectations: a mixed methods study

Medical Education ◽

10.1111/j.1365-2929.2007.02729.x ◽

2007 ◽

Vol 41 (5) ◽

pp. 476-486 ◽

Cited By ~ 27

Author(s):

Gillian Maudsley ◽

Evelyn M I Williams ◽

David C M Taylor

Keyword(s):

Mixed Methods ◽

Medical Students ◽

Mixed Methods Study ◽

Good Doctor

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Teleoncology: Assessing online communication skills of millennial medical students.

Journal of Clinical Oncology ◽

10.1200/jco.2021.39.15_suppl.e13616 ◽

2021 ◽

Vol 39 (15_suppl) ◽

pp. e13616-e13616

Author(s):

Ernesto Gil Deza ◽

Lourdes Gil Deza ◽

Mariana Abal ◽

Marta Dragosky ◽

Claudia Lorena Acuna ◽

...

Keyword(s):

Medical Students ◽

Communication Skills ◽

Communication Channel ◽

Student Assessment ◽

Online Communication ◽

Previous Experience ◽

Simulated Patients ◽

Alternative Communication ◽

Patient Understanding ◽

Network Connection

e13616 Background: COVID-19 posed new challenges in patient care and led to an increase in teleoncology. This paper analyzes telemedicine communication skills of millennial medical students of the postgraduate program of Clinical Oncology at Universidad del Salvador, Buenos Aires. Methods: Student assessment was based on a video call interaction with simulated patients in two stations (30 minutes each) of the Virtual Observational Standard Clinical Examination (V-OSCE), implemented in November 2020. Students received virtual communication guidelines and participated in training sessions to use the video call platform. All interactions were recorded. Assessment items (Table). Results: A total of 25 students were evaluated: 1 (4%) was ineligible due to network connection issues; 24 (96%) participated in both interactions. We analyzed 48 interactions in total. Opening: 6/48 interactions completed all five required items. Most recurring problems: not checking for patient’s previous experience with teleoncology (37/48) and not providing an alternative communication channel in case of technical difficulties (40/48). Middle: the results were similar to in-person interaction observed in previous exams, 35/48 interactions completed all required items. End: 16/48 interactions completed both items. In 32/48 the student did not check for patient understanding of the information provided. Only 3/48 interactions completed all 12 items. Conclusions: A) The V-OSCE is a useful tool to practice and evaluate teleoncology communication skills. B) The Middle Moment of the interactions was similar to an in-person interaction. However, the Opening and End of the interview were more challenging. The most critical struggles being: checking for patient’s previous experience in teleoncology, providing an alternative communication channel in case of technical difficulties and checking for patient understanding. C) COVID-19 established new forms of communication that are likely to remain even after the pandemic has ended. It is important to address this demand for online communication skills in medical education curricula.[Table: see text]

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