scholarly journals Receptiveness to students’ presence at gynecological consultations: patients’ motives and appraisal of learners’ interpersonal communication skills

2021 ◽  
Vol 45 (1) ◽  
Author(s):  
Dejano Tavares Sobral ◽  
Miriam da Silva Wanderley
Keyword(s):  
Medical Students ◽  
Interpersonal Communication ◽  
Communication Skills ◽  
Prior Experience ◽  
Clinical Interview ◽  
University Hospital ◽  
Questionnaire Data ◽  
Face To Face ◽  
Opposite Result ◽  
Chi Squared

Abstract: Objective: To assess the expectation that the appraisal of students’ interpersonal communication skills in prior appointments affects women’s motives for consenting to or dissenting from the presence of a student and thereby their ultimate receptiveness regarding the learner’s involvement when participating in gynecological consultations. Methods: Face-to-face interviews were used to compile questionnaire data from 469 outpatients at the Brasília University Hospital. We used t-tests to evaluate the differences between the scores of the two motive-related scales of patients with prior experience of student involvement and those of patients without it, as well as contingency analyses to assess the association between the groups of women and an index of their receptiveness to students’ participation in the consultation. Moreover, we performed correlation analyses to verify the interrelationships between the scales and the levels of association of these measures with the index of receptiveness as an outcome. Results: Compared with inexperienced patients, experienced patients exhibited significantly broader receptiveness to students’ participation in consultations (chi-squared = 20.49, df = 3, P < .001; Cramer’s V = 209, P < .001). Broader receptiveness was positively correlated (rho = .314, P < .001) with their motivation to consent to and negatively (rho = -.454, P < .001) correlated with their motivation to dissent from students’ presence at coming consultations. The motivation to consent was significantly higher (P < .001) in experienced women (M = 4.58, SD = .55, n = 408) than in inexperienced ones (M = 4.31, SD = .68, n = 61). The opposite result was true for the motivation to dissent (M = 2.35, SD = .94 vs. M = 2.70, SD = 1.02; P = .007). Notably, for those 408 women, their appraisals of students’ interpersonal communication skills (in a prior consultation) positively correlated (rho = .236, P < .001) with their motivation to consent to and negatively with their motivation to dissent from students’ presence (rho = -.208, P < .001). Conclusion: The findings have implications for both the patients’ role in the gynecological education of medical students and the learners’ qualification in the clinical interview and, therefore, for the benefit of women’s healthcare.

Communication skills scores of medical students and interview performance 3 years later

2018 ◽  
Vol 77 (7) ◽  
pp. 849-854
Author(s):  
Lan-Ting Lee ◽  
Shu Hui Cheng ◽  
Chii-Jeng Lin ◽  
Mei Hung Chi ◽  
I Hui Lee ◽  
...  
Keyword(s):  
Medical Students ◽  
Communication Skills ◽  
Medical Curriculum ◽  
Clinical Interview ◽  
Initial Assessment ◽  
Inpatient Setting ◽  
Real Patient ◽  
Student Interactions ◽  
Psychiatry Department ◽  
Interview Performance

Objective: Communication skills are important, but the evaluation of these skills in the medical curriculum remains inconsistent. The aim of this study was to explore the relationship between the communication skills scores of junior medical students following curricula with different module evaluations and the clinical interview performance of the same students in a psychiatry department in their fifth year. Design: Prospective evaluation of communication and clinical interview skills. Setting: Medical school and psychiatry department inpatient setting. Method: The communication skills scores of 208 medical students in their second year (between 2009 and 2011) and their performance in interviews with patients in a psychiatry department in their fifth year (between 2012 and 2014) were assessed. Initial assessment was undertaken on the basis of problem-based learning (PBL) performance, evaluation of performance during conversation with patients, a related oral presentation and written report, students’ self-rating and a peer rating. Extra marks were given if students completed an optional special report inspired by the curriculum. To assess the interview performance of fifth-year medical students, the mini-Clinical Evaluation Exercise (mini-CEX) was used, together with weekly case-based discussions and the observation of a clinical interview with a real patient. Results: Tutors’ evaluations of the junior medical students’ performance during role-play ( ρ = .22, p = .001), its related reciprocal assessment ( ρ = .18, p = .010) and an extra-effort task ( ρ = .18, p = .009) as part of the communication skills curriculum were significantly correlated with the students’ later performance in a clinical interview with a patient. Conclusion: Observation of student interactions and motivations along with reciprocal peer evaluations offer better measures of communication skills in medical education than are oral presentations, self-ratings and conversations with real patients.

scholarly journals Awareness of the risk of developing medication-related osteonecrosis of the jaw among bisphosphonate users

2020 ◽  
Vol 48 (9) ◽  
pp. 030006052095506
Author(s):  
Ahmad El-Ma’aita ◽  
Noor Da’as ◽  
Mais Al-Hattab ◽  
Yazan Hassona ◽  
Mohammad Al-Rabab’ah ◽  
...  
Keyword(s):  
High School ◽  
Osteonecrosis Of The Jaw ◽  
Education Level ◽  
Descriptive Statistics ◽  
High School Education ◽  
University Hospital ◽  
Questionnaire Data ◽  
Chi Squared ◽  
Dental Screening ◽  
University Level

Objective In this retrospective observational study, we evaluated awareness among patients using bisphosphonates (BPs) regarding the risk of developing medication-related osteonecrosis of the jaw (MRONJ) and whether they received appropriate dental screening and treatment prior to commencing medication. Methods Patients using BPs who attended the endodontics clinic at Jordan University Hospital in 2019 were interviewed using a pre-designed questionnaire. Data were analysed using descriptive statistics and chi-squared tests. Results In total, 110 patients were interviewed (84 women, 26 men; age 40–78 years). A total of 94 patients were using oral BP and 16 received intravenous (IV) BP. We found that only 12.4% of participants were aware about the risk of MRONJ following BP use, and only one third of them has received information from their prescribing physicians. In total, 5% of participants were referred to a dentist for screening prior to initiating BP treatment. Patients receiving IV BP and those with a university-level education had better awareness about the risk of MRONJ than oral BP users and those with a high school education level. Conclusion Patients’ awareness about MRONJ risk was low in our population. Better patient education and collaboration among physicians and dentists are needed prior to starting BP treatment.

scholarly journals PSYCHOLOGICAL TECHNOLOGIES OF DEVELOPMENT OF REFLEXIVITY AND RESPONSIBILITY IN THE FIELD OF REPRODUCTIVE HEALTH IN STUDENT YOUTH IN THE FORM OF TRAINING

2021 ◽  
pp. 90-96
Author(s):  
Светлана Игоревна Филиппченкова ◽  
Елена Александровна Евстифеева ◽  
Лада Анатольевна Мурашова
Keyword(s):  
Medical Students ◽  
Young People ◽  
Reproductive Health ◽  
Interpersonal Communication ◽  
Communication Skills ◽  
Psychological Training ◽  
Psychological Knowledge ◽  
And Behavior ◽  
Medical University ◽  
Crisis Situations

В целях сохранения и укрепления репродуктивного здоровья современной молодежи в рамах изучения дисциплины «Психология и педагогика» в медицинском университете активно применяются психологические технологии в формате тренингов развития индивидуально-личностных и субъектных качеств обучающихся. Представлены результаты апробации авторской программы психологического тренинга, подтверждающие его эффективность в развитии рефлексивности, ответственности, коммуникативных качеств и рациональности у студентов-медиков. Тренинг направлен на расширение медико-психологических знаний молодежи в сфере репродуктивного здоровья и поведения, формирование навыков межличностного общения и конструктивных способов разрешения кризисных ситуаций в призме гендерной психологии. In order to preserve and strengthen the reproductive health of modern youth in the framework of the study of the discipline "Psychology and Pedagogy" at the Medical University, psychological technologies are actively used in the format of trainings for the development of individual-personal and subjective qualities of students. The article presents the results of approbation of the author's program of psychological training, confirming its effectiveness in the development of reflexivity, responsibility, communicative qualities and rationality in medical students. The training is aimed at expanding the medical and psychological knowledge of young people in the field of reproductive health and behavior, the formation of interpersonal communication skills and constructive ways of resolving crisis situations in the prism of gender psychology.

Pengaruh Komunikasi Interpersonal Skill terhadap Dunia Kerja

2021 ◽  
Vol 2 (1) ◽  
pp. 16-24
Author(s):  
Aulia Monica ◽  
Sonia Ritongs ◽  
Suhairi Suhairi
Keyword(s):  
Work Environment ◽  
Interpersonal Communication ◽  
Communication Skills ◽  
Interpersonal Skill ◽  
Human Beings ◽  
Work Activities ◽  
Face To Face ◽  
Living Together ◽  
And Behavior ◽  
Attitudes And Behavior

Interpersonal skill (interpersonal ability) is the ability to recognize and respond appropriately to one's feelings, attitudes and behavior, motivations and desires. This ability is very necessary because in everyday life it is almost impossible for humans not to relate to other people. In the scheme of living together arises the need to understand the needs of other human beings. Good and effective interpersonal communication skills are needed by humans so that they can carry out all their activities smoothly. Especially when someone performs activities in formal situations, for example in a work environment. More importantly, when a person's work activities are face-to-face with other people, most of the activities are interpersonal communication activities

scholarly journals How effective is clinical simulation in improving medical students' confidence when interviewing patients with mental health problems?: a comparison of pre-COVID and post-COVID medical student experiences

BJPsych Open ◽  
2021 ◽  
Vol 7 (S1) ◽  
pp. S273-S274
Author(s):  
Philippa Mitchell ◽  
Ella Varnish ◽  
Arthita Das
Keyword(s):  
Medical Students ◽  
Current Literature ◽  
Clinical Interview ◽  
Virtual Simulation ◽  
Student Experiences ◽  
Patient Contact ◽  
Face To Face ◽  
Clinical Simulation ◽  
The Face ◽  
The University

AimsClinical Simulation sessions were started in April 2020 to supplement reduced patient contact for medical students at the University of Sheffield due to COVID-19 restrictions. These were run by Foundation Trainees in psychiatry with supervision and oversight from a senior psychiatrist. This study aims to review current literature on remote teaching as a learning resource and will evaluate the effectiveness of clinical simulation as an alternative to patient contact, with the focus being on improving students’ confidence as well as developing clinical interview skills.MethodFeedback surveys were developed, focussing on confidence undertaking difficult aspects of psychiatric interviews, and distributed amongst two cohorts of medical students at the University of Sheffield. One cohort completed their face-to-face psychiatry placement in full pre-COVID, the other undertook placements consisting of virtual simulation sessions alongside reduced patient contact. Responses were collected online over 6 weeks between February and March 2021. As two medical students who completed face-to-face psychiatry placement prior to the pandemic, we have additionally submitted personal reflections as a comparator to current student experiences.ResultA total of 8 students in the clinical simulation cohort, and a total of 13 students from the face-to-face teaching cohort completed the questionnaire. 62.5% of students that responded were female and the remaining percentage identified as male. Students in the face-to-face cohort reported being more confident in 6 out of 7 aspects of our feedback surveys determining confidence undertaking clinical interview skills in comparison to the virtual simulation cohort. Students attended varying numbers of simulation sessions and ultimately the main restrictions and barriers to the simulation teaching reported by students are the time constraints during the sessions, and unstable internet connection.ConclusionOverall confidence levels in medical students are undoubtedly higher in students that completed full face-to-face placements in comparison to those with combined teaching. Based on student responses and review of current literature, clinical simulation appears to serve as a useful adjunct to students with reduced face-to-face contact in psychiatry, particularly for increasing confidence when interviewing more challenging patients. Immediate facilitator feedback and exposure to more difficult patient scenarios seem to be the most beneficial aspects. We would not advocate it as an exclusive form of teaching for medical students, but it may be a useful resource post-pandemic for providing students with extra learning opportunities, specifically targeted at developing confidence and skills in more difficult situations which will hopefully benefit them in their later careers.

scholarly journals Communication skills (verbal, listening, feedback) among Ardabil Azad university medical students and related factors

2017 ◽  
Vol 3 (3) ◽  
pp. 76
Author(s):  
Rahim Masoumi ◽  
Anahita Zakeri ◽  
Habib Ojaghi ◽  
Esmaeil Farzaneh
Keyword(s):  
Medical Students ◽  
Interpersonal Communication ◽  
Communication Skills ◽  
Cross Sectional Study ◽  
Sectional Study ◽  
Significant Relation ◽  
Related Factors ◽  
Cross Sectional ◽  
The Mean ◽  
Medical University

<p class="abstract"><strong>Background:</strong> The aim of this study was to investigate the level of communication skills (verbal, listening, feedback) among Ardabil Azad university medical students and related factors.</p><p class="abstract"><strong>Methods:</strong> In this descriptive-cross sectional study, 150 medical university students selected randomly from September 2014 to September 2015. The necessary data collected by a standardized questionnaire named Interpersonal communication skills test containing 34 items having five points scale and its score ranged 34-170. Data were analyzed by descriptive and analytical statistical methods in SPSS.16.  </p><p class="abstract"><strong>Results:</strong> 71.3% of participants were female. The mean score of student’s communication skills (CS) level was 100.8±13.6 and in girls was 110.1±13.7 and in boys was 102.5±13.1 which hasn’t significant differences between two genders in CS scores. There wasn’t significant relation between CS in students with age, student’s grade, residence place, term and participated in the CS workshop.</p><p class="abstract"><strong>Conclusions:</strong> Results showed that level of CS in students was in moderate level which doing interventional studies in future for raising their CS level is necessary. </p>

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