scholarly journals First-year Pharmacy Students' Self-Assessment of Communication Skills and the Impact of Video Review

2010 ◽  
Vol 74 (5) ◽  
pp. 78 ◽  
Author(s):  
Jane R. Mort ◽  
Daniel J. Hansen
Keyword(s):  
Communication Skills ◽  
Pharmacy Students ◽  
First Year ◽  
Self Assessment ◽  
Video Review ◽  
The Impact

Comparison of faculty and student self-assessment scores of aseptic technique skills and the impact of video review on self-awareness for second-year pharmacy students

2018 ◽  
Vol 10 (2) ◽  
pp. 201-205 ◽  
Author(s):  
Eliza A. Dy-Boarman ◽  
Beth Diehl ◽  
Wendy Mobley-Bukstein ◽  
Michelle M. Bottenberg ◽  
Ginelle A. Bryant ◽  
...  
Keyword(s):  
Pharmacy Students ◽  
Self Awareness ◽  
Aseptic Technique ◽  
Self Assessment ◽  
Assessment Scores ◽  
Video Review ◽  
Second Year ◽  
The Impact

scholarly journals Development of an Institutional Resident Curriculum in Communication Skills

2011 ◽  
Vol 3 (4) ◽  
pp. 524-528 ◽  
Author(s):  
Barbara L. Joyce ◽  
Eric Scher ◽  
Timothy Steenbergh ◽  
Mary J. Voutt-Goos
Keyword(s):  
Communication Skills ◽  
Curriculum Design ◽  
Safety Data ◽  
First Year ◽  
Quality And Safety ◽  
Self Assessment ◽  
Quality Initiatives ◽  
Henry Ford ◽  
Centered Care ◽  
Sentinel Event

Abstract Objective We describe a collaboration between the graduate medical education office and the Henry Ford Health System's Office of Clinical Quality and Safety to create an institution-wide communication skills curriculum pertinent to the institution's safety and patient- and family-centered care initiatives. Methods A multidisciplinary committee provided oversight for the curriculum design and used sentinel event and other quality and safety data to identify specific target areas. The curriculum consisted of 3 courses: “Informed Consent,” “Sharing Bad News,” and “Disclosure of Unanticipated Events.” Each course included 3 components: a multimedia online module; small group discussions led by the program director that focused on the use of communication scripts; and 2 objective structured clinical examinations (OSCEs) requiring residents to demonstrate use of the communication scripts. All first-year residents (N  =  145) and faculty (N  =  30) from 20 residency programs participated in this initiative. Evaluation of the residents consisted of a self-assessment; the standardized patients' assessment of the residents' performance; and faculty assessment of resident performance with verbal feedback. Results Survey data showed that residents found the courses valuable, with residents identifying communication scripts they would use in clinical settings. Focus groups with faculty highlighted that the resident debriefing sessions provided them with insight into a resident's communication skills early in their training. Conclusion Our institutional curriculum was developed in a collaborative manner, and used an evidence-based approach to teach communication skills relevant to institutional safety and quality initiatives. Other institutions may wish to adopt our strategy of departmental collaboration and alignment of resident education with institutional initiatives.

scholarly journals Effects of electronic health record use on the exam room communication skills of resident physicians: a randomized within-subjects study

2014 ◽  
Vol 22 (1) ◽  
pp. 192-198 ◽  
Author(s):  
Teresa Taft ◽  
Leslie Lenert ◽  
Farrant Sakaguchi ◽  
Gregory Stoddard ◽  
Caroline Milne
Keyword(s):  
Internal Medicine ◽  
Communication Skills ◽  
Simulated Patients ◽  
First Year ◽  
Laptop Computer ◽  
Internal Medicine Training ◽  
Paper Chart ◽  
Within Subjects ◽  
Electronic Health ◽  
The Impact

Abstract Background The effects of electronic health records (EHRs) on doctor–patient communication are unclear. Objective To evaluate the effects of EHR use compared with paper chart use, on novice physicians’ communication skills. Design Within-subjects randomized controlled trial using observed structured clinical examination methods to assess the impact of use of an EHR on communication. Setting A large academic internal medicine training program. Population First-year internal medicine residents. Intervention Residents interviewed, diagnosed, and initiated treatment of simulated patients using a paper chart or an EHR on a laptop computer. Video recordings of interviews were rated by three trained observers using the Four Habits scale. Results Thirty-two residents completed the study and had data available for review (61.5% of those enrolled in the residency program). In most skill areas in the Four Habits model, residents performed at least as well using the EHR and were statistically better in six of 23 skills areas (p<0.05). The overall average communication score was better when using an EHR: mean difference 0.254 (95% CI 0.05 to 0.45), p = 0.012, Cohen's d of 0.47 (a moderate effect). Residents scoring poorly (>3 average score) with paper methods (n = 8) had clinically important improvement when using the EHR. Limitations This study was conducted in first-year residents in a training environment using simulated patients at a single institution. Conclusions Use of an EHR on a laptop computer appears to improve the ability of first-year residents to communicate with patients relative to using a paper chart.

scholarly journals Relationship Express: A Pilot Program to Teach Anesthesiology Residents Communication Skills

2010 ◽  
Vol 2 (4) ◽  
pp. 600-603 ◽  
Author(s):  
Jeffrey S. Berger ◽  
Benjamin Blatt ◽  
Brian McGrath ◽  
Larrie Greenberg ◽  
Michael J. Berrigan
Keyword(s):  
Communication Skills ◽  
Core Competencies ◽  
Standardized Patients ◽  
Behavior Modeling ◽  
First Year ◽  
Standardized Patient ◽  
Pilot Program ◽  
Self Assessment ◽  
Effective Relationships ◽  
The Relationship

Abstract Background The Accreditation Council for Graduate Medical Education requires residency programs to teach 6 core competencies and to provide evidence of effective standardized training through objective measures. George Washington University's Department of Anesthesiology and Critical Care Medicine implemented a pilot program to address the interpersonal and communication skill competency. In this program, we aimed to pilot the Relationship Express model, a series of exercises in experiential learning to teach anesthesiology residents to build effective relationships with patients in time-limited circumstances. The purpose of this paper is to describe the application of this model for anesthesiology training. Methods A total of 7 first-year clinical anesthesiology residents participated in this pilot study, and 4 residents completed the entire program for analysis purposes. Relationship Express was presented in three 1.5-hour sessions: (1) introduction followed by 2-case, standardized patient pretest with feedback to residents from faculty observers; (2) interpersonal and communication skills didactic workshop with video behavior modeling; and (3) review discussion followed by 2-case, standardized patient posttest and evaluation. Results Modified Brookfield comments revealed the following themes: (1) time constraints were realistic compared with clinical practice; (2) admitting errors with patients was difficult; (3) patients were more aware of body language than anticipated; (4) residents liked the group discussions and the video interview; (5) standardized patients were convincing; and (6) residents found the feedback from faculty and standardized patients helpful. Conclusions Resident retrospective self-assessment and learning comments confirm the potential value of the Relationship Express model. This program will require further assessment and refinement with a larger number of residents.

scholarly journals Patient as teacher sessions contextualize learning, enhancing knowledge, communication, and participation of pharmacy students in the United Kingdom

2020 ◽  
Vol 17 ◽  
pp. 15
Author(s):  
Andrew Martin Lunn ◽  
Ann Urmston ◽  
Steven Seymour ◽  
Andrea Manfrin
Keyword(s):  
United Kingdom ◽  
Communication Skills ◽  
Positive Impact ◽  
Pharmacy Students ◽  
Fisher Exact Test ◽  
Free Text ◽  
The United Kingdom ◽  
Significant Difference ◽  
The Impact ◽  
Knowledge Communication

Purpose: This study aimed to evaluate the impact of Patient As Teacher (PAT) sessions on the knowledge, communication skills, and participation of pharmacy students in the United Kingdom.Methods: During the academic year 2019–2020, year 1 and 2 pharmacy students at the University of Central Lancashire were invited to complete a questionnaire following PAT sessions. Data were analyzed by means of descriptive statistics, including mean and standard deviation for: continuous variables and reliability analysis. Pearson’s chi-square or Fisher exact test, odds ratio, and phi were used for analyzing dichotomous variables. Thematic analysis was used for free text comments.Results: Sixty eight of 228 students participated (response rate of 29.8%). No statistical difference was found between gender (P=0.090); a statistically significant difference was found between year (P=0.008). Cronbach’s α (0.809) confirmed a good internal consistency. Ninety-seven percent of the students learned a lot, and 85.3% appreciated and valued the PAT sessions; 89.7% wanted more sessions. Ninety-two point seven percent perceived the sessions to contextualize their learning. Five questions were dichotomized by grouping the responses into negative and positive; 90.3% of responses were positive and did not show statistically significant differences in gender and year of study. Overall students’ free text comments were positive, but active listening and consultation appeared in the positive and negative domains, highlighting the need for more student engagement.Conclusion: PAT sessions had a positive impact on students’ knowledge, communication skills and participation, and contextualized learning. They provide a valuable contribution to the pharmacy students’ experience in the United Kingdom.

scholarly journals Razlogi za študij medicine in dentalne medicine pri študentih prvega letnika Medicinske fakultete v Ljubljani

2017 ◽  
Vol 86 (7-8) ◽  
Author(s):  
Janja Omejec ◽  
Ana Stepišnik ◽  
Polona Selič ◽  
Marija Petek Šter
Keyword(s):  
Decision Making ◽  
Medical Students ◽  
Human Health ◽  
Communication Skills ◽  
First Year ◽  
Clinical Knowledge ◽  
Self Assessment ◽  
Good Doctor ◽  
First Year Students ◽  
Knowledge Communication

Aim: In addition to clinical knowledge, communication skills and sovereign decision making, a good doctor is also expected to posses Aim: In addition to clinical knowledge, communication skills and sovereign decision making, a good doctor is also expected to posses professional values, including the ability to establish empathic relationships with patients.The purpose of the study was to identify the reasons that lead students to choose the study of dental medicine/medicine, and determine the level of emphaty in relation to the choice of study in the first year students of the Faculty of Medicine in Ljubljana.Methods: For the needs of the research we developed a questionnaire, which included basic data on students, their reasons for choosing the study of medicine or dental medicine and the Jefferson scale of empathy–version for students (JSE-S version with a modified scale with 16 arguments). The questionnaire was forwarded to all 227 first-year students in the academic year 2014/15 at the completion of the Communication course.Results: The study involved a total of 216 (response 95.2 %) students; 158 medical students and 58 students of dental medicine. Among the reasons for enrollment to the Medical Faculty, the highest proportion of medical students indicated a desire to help people (85.3 %), a desire to improve human health (78.8 %) and a desire to work with people (64.7 %); 28.8 % of the medical students chose the argument „because employment is guarantee”, while 14.1 % of medical students believed the argument „because it is well paid“ was the reason to choose the study of medicine.The students of dental medicine most often choose the following answers: a desire to help people (87.9 %), a desire to improve human health (74.1 %), followed by a desire to work with people (65.5 %). The argument “because employment is guaranteed” convinced 50 % of the students, and the argument “because the pay is good” convinced 46.6 %.Three claims were significantly associated with self-assessment of empathic stance: the arguments “because I want to help people” (91.08 ± 10.65 vs. 86.61 ± 12.56; p = 0.037) and »because I want to work with people” (91.82 ± 10.18 vs. 87.90 ± 12.11; p = 0.012) were associated with a greater self-assessmentwhile the argument “because the pay is good” (91.36 ± 11.41 vs. 87.29 ± 9.01; p = 0.023) was associated with a lower self-assessment of empathic stance.Conclusion: Students who want to help people have higher level of self-assessment of empathic stance. The task of a medical faculty is to ensure that students whose choice of study is based on their humanist values are encouraged to have those values further developed and put into practice during their study.

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