OBJECTIVE: To pilot-test feasibility, acceptance and learning-outcomes of a brief interdisciplinary communication skills training program in undergraduate medical education. METHODS: A two-hour interdisciplinary communication skills program with simulated patients was developed and pilot-tested with clinical students at Hamburg University. Five psychosocial specialties facilitated the training. Composite effects were measured qualitatively and quantitatively. RESULTS: Eighty students volunteered to participate in the pilot-program (intervention-group). Their evaluations of the program were very positive (1.1 on a six-point scale). Benefits were seen in feedback, increase of self-confidence, cross-disciplinary clinical and communication experience. Students who did not volunteer (n=206) served as the control-group. The intervention-group performed significantly better (p=0.023) in a primary care communication examination and female students performed better than males. Clinical teachers evaluated the pilot-training very positively with regard to learning-outcomes and feasibility. The positive results from the pilot-training led to implementation into the regular curriculum. CONCLUSIONS: A two-hour interdisciplinary communication skills training program is beneficial for medical students with regard to communication competencies, self-confidence and learning-outcomes. PRACTICE IMPLICATION: The training is feasible within given time-frames and limited staff resources. The high teaching load for small-group-training are split between five specialties. The concept might be an interesting option for other faculties.
OBJECTIVE: To pilot-test feasibility, acceptance and learning-outcomes of a brief interdisciplinary communication skills training program in undergraduate medical education. METHODS: A two-hour interdisciplinary communication skills program with simulated patients was developed and pilot-tested with clinical students at Hamburg University. Five psychosocial specialties facilitated the training. Composite effects were measured qualitatively and quantitatively. RESULTS: Eighty students volunteered to participate in the pilot-program (intervention-group). Their evaluations of the program were very positive (1.1 on a six-point scale). Benefits were seen in feedback, increase of self-confidence, cross-disciplinary clinical and communication experience. Students who did not volunteer (n=206) served as the control-group. The intervention-group performed significantly better (p=0.023) in a primary care communication examination and female students performed better than males. Clinical teachers evaluated the pilot-training very positively with regard to learning-outcomes and feasibility. The positive results from the pilot-training led to implementation into the regular curriculum. CONCLUSIONS: A two-hour interdisciplinary communication skills training program is beneficial for medical students with regard to communication competencies, self-confidence and learning-outcomes. PRACTICE IMPLICATION: The training is feasible within given time-frames and limited staff resources. The high teaching load for small-group-training are split between five specialties. The concept might be an interesting option for other faculties.
Authors: Patricia A Carney; Ryan T Palmer; Marissa Fuqua Miller; Erin K Thayer; Sue E Estroff; Debra K Litzelman; Frances E Biagioli; Cayla R Teal; Ann Lambros; William J Hatt; Jason M Satterfield Journal: Acad Med Date: 2016-05 Impact factor: 6.893
Authors: Anja Härtl; Cadja Bachmann; Katharina Blum; Stefan Höfer; Tim Peters; Ingrid Preusche; Bianca Raski; Stefan Rüttermann; Michaela Wagner-Menghin; Alexander Wünsch; Claudia Kiessling Journal: GMS Z Med Ausbild Date: 2015-11-16
Authors: Yasin I Tayem; Abdulaziz S Altabtabaei; Mohamed W Mohamed; Mansour M Arrfedi; Hasan S Aljawder; Fahad A Aldebous; Henry James; Khalid A J Al Khaja; Reginald P Sequeira Journal: Indian J Pharmacol Date: 2016 Jan-Feb Impact factor: 1.200