Communication skills preparedness for practice: Is there a key ingredient in undergraduate curricula design?

PATIENT EDUCATION AND COUNSELING

卷:105

Article

Moura, Diana^1,2  Costa, Manuel Joao³  Pereira, Ana Telma²  Macedo, Antonio²  Figueiredo-Braga, Margarida^1,4 

[1] Univ Porto, Fac Med, Dept Clin Neurosci & Mental Hlth, Porto, Portugal

[2] Univ Coimbra, Fac Med, Inst Psychol Med, Coimbra, Portugal

[3] Univ Minho, Life & Hlth Sci Res Inst ICVS, Sch Med, Braga, Portugal

[4] Univ Porto, I3S Inst Invest & Inovacao Saude, Porto, Portugal

关键词: Communication skills;    Preparedness for practice;    Medical education;    Educational measurement;    Surveys and questionnaires;   

DOI  :  10.1016/j.pec.2021.06.034

来源: Elsevier

【 摘 要 】

Objective: To characterize medical interns' experience regarding communication skills education and to explore potential associations with preparedness for practice. Methods: Two hundred sixty-six medical interns answered an original questionnaire specifically developed to explore how well they feel their undergraduate training had prepared them in key aspects of medical communication. Instrument's psychometric properties were tested. Medical schools' curricula were considered and associations explored using non-parametric tests. Results: The questionnaire reliability was high, with Cronbach's alphas ranging from 0.89 to 0.94 on all the factors. Core communication skills were highly rated. Perceived preparedness was lower in aspects concerning dealing with emotion, breaking bad news and communicating with speech impaired patients. Better preparedness was associated with a longitudinal integration of communication skills throughout the curriculum, simulation with standardized patients and real patient interviewing with feedback on communication skills. Conclusions: Integrated programs, standing on a strong experimental component, particularly combining patient-simulation strategies with continuous supervision and learner centred feedback, were associated with higher preparedness. These results support the expansion of an educational model based on simulation strategies and structured longitudinally throughout the undergraduate medical curriculum. Practice implications: This study intends to inform educational background and to support further development of communication skills curricula. (c) 2021 Elsevier B.V. All rights reserved.

【 授权许可】

Free