Zoom simulation in diagnostic interview training for medical students

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

MedEdPublish ◽

10.15694/mep.2019.000179.1 ◽

2019 ◽

Vol 8 (3) ◽

Author(s):

Yoshimi Harada ◽

Yoji Hirayama ◽

Kana Wakuda ◽

Hiromi Imura ◽

Junji Otaki

Keyword(s):

Mixed Methods ◽

Medical Students ◽

Simulated Patients ◽

Medical Interview ◽

Interview Training

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Impact of clinical interview training on the empathy level of medical students and medical residents

Medical Teacher ◽

10.1080/01421590701802299 ◽

2008 ◽

Vol 30 (3) ◽

pp. 322-324 ◽

Cited By ~ 52

Author(s):

Clotilde Fernández-Olano ◽

Julio Montoya-Fernández ◽

Antonio S. Salinas-Sánchez

Keyword(s):

Medical Students ◽

Clinical Interview ◽

Medical Residents ◽

Interview Training

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A Programme of Interview Training for Medical Students

The Analysis of Social Skill ◽

10.1007/978-1-4684-3623-5_16 ◽

1980 ◽

pp. 291-303

Author(s):

D. R. Rutter

Keyword(s):

Medical Students ◽

Interview Training

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How video cases in preparatory teaching influence students’ approaches to patients in psychiatric clerkship. A qualitative study.

10.21203/rs.2.20043/v1 ◽

2020 ◽

Author(s):

Kamilla Pedersen ◽

Anne Mette Morcke ◽

Charlotte Paltved ◽

Ole Mors ◽

Charlotte Ringsted

Keyword(s):

Medical Students ◽

Learning Experience ◽

Diagnostic Interview ◽

Clinical Learning ◽

Active Engagement ◽

Patient Encounter ◽

Learning Context ◽

Video Cases ◽

Teaching Format ◽

Psychiatric Clerkship

Abstract Background This study explored how a preparatory teaching format using patient cases portrayed in videos influenced medical students’ clinical learning and practice experiences in their psychiatric clerkship.Methods The study applied a qualitative explorative design. We asked the students to draw their experience with a patient encounter in real clinical setting. Subsequently we interviewed the students unfold the students’ perspectives on how they navigated learning from the preparatory teaching in their clerkship. Data was transcribed verbatim and coded by an inductive thematic analysis.ResultsThe results demonstrated that students’ use of learning from the video cases varied according to their roles in patient encounter situations in their clerkship. Students having active roles in the diagnostic interview adopted a patient-centred focus demonstrated by empathic engagement with the patient and self-reflexivity related to the video cases. Students with passive roles, observing a doctor, described a self-centred focus on how to adopt an appropriate appearance and copied the surface behaviour of the simulated doctors in the video cases.Conclusion Our study findings contribute to broadening the understanding of how video cases in preparatory teaching formats affect students’ approach to patient encounters and their clinical learning experience. The results also reflect the importance of active engagement of students in the clinical learning context if preparatory teaching should have an effect.

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