Factors in Interview Training

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.

Use of Trained Mothers to Teach Interviewing Skills to First-Year Medical Students: A Follow-up Study

PEDIATRICS ◽  
1977 ◽  
Vol 60 (2) ◽  
pp. 165-169 ◽  
Author(s):  
Paula L. Stillman ◽  
Darrell L. Sabers ◽  
Doris L. Redfield
Keyword(s):  
Medical Students ◽  
School Curriculum ◽  
Control Group ◽  
First Year ◽  
Feedback Session ◽  
Optimal Learning ◽  
Interviewing Skills ◽  
One Year ◽  
First Year Medical Students

This report describes an attempt to evaluate the effectiveness of "trained mother" interviews early in the medical school curriculum. As an adjunct to a first-year course that teaches interviewing techniques, half of the students were exposed to an interview with one of three trained mothers early in the course. This treatment interview was immediately followed by a feedback session which concentrated on the content and process of interviewing. At the end of the course, all students had an evaluative interview. Those students who had an initial interview and feedback session with a trained mother scored significantly higher on both the content and process of their interviews than the control group. This technique is an effective and efficient way to teach interviewing skills to medical students prior to entering any of their clinical clerkships. A follow-up assessment conducted one year later indicated that one interview with a trained mother is sufficient for optimal learning and that the skills learned are retained over at least that period of time.

scholarly journals Interviewing skills of first-year medical students

1986 ◽  
Vol 61 (10) ◽  
pp. 842-4 ◽  
Author(s):  
D W Preven ◽  
E K Kachur ◽  
R B Kupfer ◽  
J A Waters
Keyword(s):  
Medical Students ◽  
First Year ◽  
Interviewing Skills ◽  
First Year Medical Students

The Contribution of Death-Related Experiences to Health Care Providers' Attitudes toward Dying Patients: II. Medical and Nursing Students with No Professional Experience

1993 ◽  
Vol 26 (3) ◽  
pp. 181-205 ◽  
Author(s):  
Sandor B. Brent ◽  
Mark W. Speece ◽  
Marie F. Gates ◽  
Manju Kaul
Keyword(s):  
Medical Students ◽  
Nursing Students ◽  
Health Care Providers ◽  
Professional Education ◽  
Death And Dying ◽  
Professional Experience ◽  
Care Providers ◽  
Professional Career ◽  
Dying Patients ◽  
Attitude Measures

Beginning medical and nursing students with no professional death-related experience were compared in order to discover the attitudes they bring to their respective careers prior to their professional education and socialization. Hypotheses were derived from psychological models for the effects of professional choice, gender, and non-professional experience on these attitudes. On five of the six attitude measures female nursing students expressed a more positive attitude than cither male or female medical students, as predicted. However, contrary to expectation, the attitudes of the female medical students were not more positive than those of the male medical students on any of these measures. Hours of death-and-dying coursework and general life experience exerted a significant influence on attitudes toward talking to dying patients about death and dying but not on any of the other attitude measures. These data also suggest the existence of an underlying attitude structure, representing these students' Overall Attitude toward caring for dying patients, which remains stable across group differences in professional career choice, gender, and death-related experience. The original theoretical models were enriched and revised in the light of these findings.

Medical students as standardized patients to assess interviewing skills for pain evaluation

2002 ◽  
Vol 36 (2) ◽  
pp. 135-140 ◽  
Author(s):  
Brian E Mavis ◽  
Karen S Ogle ◽  
Kathryn L Lovell ◽  
Lisa M Madden
Keyword(s):  
Medical Students ◽  
Standardized Patients ◽  
Pain Evaluation ◽  
Interviewing Skills

Remaking professionals? How associations and professional education connect professionalism and organizations

2011 ◽  
Vol 59 (4) ◽  
pp. 465-488 ◽  
Author(s):  
Mirko Noordegraaf
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Working Conditions ◽  
Professional Education ◽  
Professional Associations ◽  
Levels Of Analysis ◽  
Medical Doctors ◽  
Organizational Issues ◽  
Educational Programmes ◽  
Competency Based

This article highlights connections between professional and organizational logics that might arise outside organizations, especially during professional education. Traditionally, many professionals were educated and prepared for rendering services and securing quality, irrespective of organizational surroundings. Contemporary service surroundings force professional associations to ‘remake’ rank and file professionals, so that professional behaviours become more ‘organizational’. Associations might change educational programmes, for instance, so that their members learn about organizational issues like efficiency, planning and leadership, working conditions, financing systems and risks. Whether and how this really happens, is unclear, however. This article analyses whether professional education connects professionals to organizational logics, and if so, how? Conceptually, various associational mechanisms for connecting professional and organizational logics are explored. Empirically, professional education is studied by focusing on the education of British and Dutch medical doctors. By analysing their education at three levels of analysis — educational guidelines, curricula and educational practices — the article studies whether and how doctors are tied to organizational issues. At each of these levels, it is concluded, changes occur, although most changes are mainly concerned with didactic and competency-based educational philosophies. To some extent, new connections between professionalism and organizations are established, but primarily at the level of general guidelines. Although medical education is reorganized, medical students are hardly equipped for organizational matters.

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