André Vågan1. 1. Centre for the Study of Professions, Oslo University College, Oslo, Norway. Andre.Vagan@hio.no
Abstract
OBJECTIVES: Communication skills training in undergraduate medical education is considered to play an important role in medical students' formation of their professional identity. This qualitative study explores Year 1 students' perceptions of their identities when practising communication skills with real patients. METHODS: A total of 23 individual semi-structured interviews and two focus group discussions were conducted with 10 students during their first year of communication skills training. All interviews and discussions were audio-recorded, transcribed and analysed for emergent themes relating to identity. RESULTS: Students struggled to communicate professionally with patients because of a lack of clinical knowledge and skills. Consequently, students enacted other identities, yet patients perceived them differently, causing conversational ambiguities. DISCUSSION: Students' perceptions challenge educational goals, suggesting that there is limited potential for the formation of professional identity through early training. Teacher-doctors must acknowledge how students' low levels of clinical competence and patients' behaviour complicate students' identity formation.
OBJECTIVES: Communication skills training in undergraduate medical education is considered to play an important role in medical students' formation of their professional identity. This qualitative study explores Year 1 students' perceptions of their identities when practising communication skills with real patients. METHODS: A total of 23 individual semi-structured interviews and two focus group discussions were conducted with 10 students during their first year of communication skills training. All interviews and discussions were audio-recorded, transcribed and analysed for emergent themes relating to identity. RESULTS: Students struggled to communicate professionally with patients because of a lack of clinical knowledge and skills. Consequently, students enacted other identities, yet patients perceived them differently, causing conversational ambiguities. DISCUSSION: Students' perceptions challenge educational goals, suggesting that there is limited potential for the formation of professional identity through early training. Teacher-doctors must acknowledge how students' low levels of clinical competence and patients' behaviour complicate students' identity formation.
Authors: Jeremy Furyk; Kristin McBain-Rigg; Kerrianne Watt; Theophilus I Emeto; Richard C Franklin; Donna Franklin; Andreas Schibler; Stuart R Dalziel; Franz E Babl; Catherine Wilson; Natalie Phillips; Robin Ray Journal: BMJ Open Date: 2017-11-15 Impact factor: 2.692