Monitoring communication skills progress of medical students: Establishing a baseline has value, predicting the future is difficult

2019 ◽  
Vol 102 (2) ◽  
pp. 309-315 ◽  
Author(s):  
Kathleen Hanley ◽  
Colleen Gillespie ◽  
Sondra Zabar ◽  
Jennifer Adams ◽  
Adina Kalet
Keyword(s):  
Medical Students ◽  
Communication Skills ◽  
The Future

TEACHING COMMUNICATION SKILLS TO MEDICAL STUDENTS

2021 ◽  
Vol 31 (3) ◽  
pp. 343-349
Author(s):  
T.Yu. Pomytkina
Keyword(s):  
Medical Students ◽  
Communication Skills ◽  
Medical Specialty ◽  
Educational Process ◽  
Communicative Skills ◽  
Joint Development ◽  
Clinical Scenarios ◽  
The Future ◽  
Clinical Departments ◽  
Future Doctor

In connection with the necessity of formation of communicative skills of the future doctor there is an actual question on methodology of formation of skills of the future doctor with patients, namely: what experts (teachers of what departments), when and how should form communicative skills of the future doctor. The purpose of this study is to substantiate the most effective forms and methods of the educational process in the formation of communication skills of the future doctor. 87 % of teachers of clinical departments who participated in the study believe that it is necessary to teach communication skills to medical students from the 1st year of medical school. The most effective they recognize the joint training within the modular discipline using the "standardized patient" method, which, in turn, requires the joint development of clinical scenarios, checklists and other methodological materials to create a database of "clinical cases" for each medical specialty.

Comparative characteristics of educational stress and mental health of senior medicine students at different universities (results of an interregional study)

2020 ◽  
pp. 34-46
Author(s):  
Victoria Ruzhenkova ◽  
Irina Sheremet’eva ◽  
Viktor Ruzhenkov
Keyword(s):  
Mental Health ◽  
Medical Students ◽  
The State ◽  
Panic Attacks ◽  
Stress Factors ◽  
Anxiety And Depression ◽  
State University ◽  
The Future ◽  
Training Stress ◽  
Medical University

Stress negatively affects the mental health of students, causes anxiety and depression, leads to poor academic performance, lowers level of professional training and success in the future. The purpose of the research is to study the state of mental health of medical students to develop recommendations for the prevention of maladaptation. Materials and methods. 252 5-year students aged 20–29 (22 ± 1,1) years, 168 (66,7 %) females and 84 (33,3 %) males (137 students of Belgorod State University and 115 of Altay State Medical University (ASMU)) were examined by medico-sociological and psychometric methods. Results. It was established that every fifth student of the Belgorod State University and every third of the ASMU did not enter the medical university on their own initiative. Less than half (43 %) of Belgorod State University students and 30.4 % of the ASMU ones are convinced that the choice of profession was correct, 35 and 37.4 % are, consequently, completely disappointed with it. Students of Belgorod State University dealt with training stress factors poorer and, as a result, have more pronounced mental symptoms of training stress, difficulties in organizing the daily regimen, irregular nutrition, and fear of the future. Regardless of the region of studying, the number of students not committed to the medical profession, after 5 years of study, is more than 3 times higher among those who enter the university not on their own initiative. Students of the ASMU hit substances, skipped classes, played computer games and took sedative drugs more often to overcome academic stress. The degree of anxiety before the exams in students of Belgorod State University was higher (9 points) than in their peers from the State Medical University (7 points). An extremely high (8–10 points) level of anxiety before exams was characteristic of 75,9 and 44,3 % of students, respectively. The former were more likely to experience clinically significant panic attacks: 27,7 and 6,1 %. Conclusion. Given the high incidence of social phobia (19,1–24,1 %), depression (22,6–32,2 %) and anxiety (21,9– 27,8 %) among medical students, the development and implementation of psycho-correctional programs aimed at the formation of adaptive ways to overcome stress, reduce anxiety and depression is required. This will prevent the development of psychosomatic disorders and addictions.

scholarly journals Medical Students and Patients Benefit from Virtual Non-Medical Interactions Due to COVID-19

2021 ◽  
Vol 8 ◽  
pp. 238212052110283
Author(s):  
Taylor M Coe ◽  
Trevor J McBroom ◽  
Sarah A Brownlee ◽  
Karen Regan ◽  
Stephen Bartels ◽  
...  
Keyword(s):  
Medical Students ◽  
Communication Skills ◽  
Patient Experience ◽  
Clinical Medicine ◽  
Organ Transplant ◽  
Medical Patient ◽  
Pilot Program ◽  
Transplant Recipients ◽  
Kidney Transplant Recipients ◽  
Clinical Communication

Background: Patient care restrictions created by the COVID-19 pandemic constrained medical students’ ability to interact directly with patients. Additionally, organ transplant recipients faced increasing isolation due to the rise of telemedicine, the importance of social distancing and their immunosuppressed state. We created a pilot program to pair students with transplant patients for structured, virtual encounters and studied its impact on medical students and patients. Methods: In May 2020, medical students conducted virtual visits with patients via telephone or video conferencing. Patients and students were surveyed regarding their experiences and independent focus groups were conducted. The survey responses and focus group discussions were deidentified, transcribed, and analyzed for themes. Results: Ten participating students were in their first, second, or final year of medical school. The 14 patients were liver or kidney transplant recipients or kidney donors. All interactions lasted longer than 30 minutes, with 56% greater than 1 hour. Three themes emerged related to the student experience: improvement of their clinical communication skills, development of knowledge and attitudes related to organ transplantation and donation, and independent management of a patient encounter. Three themes related to the patient experience: appreciation of the opportunity to share their personal patient experience to help educate future physicians, a cathartic and personally illuminating experience and an opportunity to share the message of donation. Conclusions: This pilot program provided a novel opportunity for virtual student-patient interactions that was feasible, well-received, and mutually beneficial. The use of virtual non-medical patient experiences allowed for experiential learning during which students learned about both clinical medicine and enhanced their communication skills directly from patients. Additionally, patients were able to engage with medical students in a new way, as teachers of clinical interactions, and reported a high level of satisfaction in addition to deriving personal benefit.

scholarly journals 34 Inspiring the future generation of oncologists: a UK-wide study of medical students’ views towards oncology

2021 ◽  
Author(s):  
Kathrine Rallis ◽  
Anna Maria Wozniak ◽  
Sara Hui ◽  
Marios Nicolaides ◽  
Neha Shah ◽  
...  
Keyword(s):  
Medical Students ◽  
Future Generation ◽  
The Future

scholarly journals Affective and cognitive components of students’ attitudes towards communication learning - validation of the Communication Skills Attitude Scale in a cohort of polish medical students

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Piotr Przymuszała ◽  
Magdalena Cerbin-Koczorowska ◽  
Patrycja Marciniak-Stępak ◽  
Łucja Zielińska-Tomczak ◽  
Martyna Piszczek ◽  
...  
Keyword(s):  
Medical Students ◽  
Communication Skills ◽  
Behavioral Control ◽  
Attitude Scale ◽  
Future Research ◽  
Perceived Behavioral Control ◽  
Negative Attitudes ◽  
Retest Reliability ◽  
Cognitive Components ◽  
Test Retest Reliability

Abstract Background The Communication Skills Attitude Scale (CSAS) is a recognized tool for assessment of attitudes towards communication learning. In the original version, it consists of 26 items divided on theoretical assumptions into two subscales: Positive and Negative Attitudes Scales. However, the evidence for its structure seems unsatisfactory, and a simple division into positive and negative attitudes may be insufficient to describe attitudes of medical students towards communication learning. Moreover, the existing evidence of the test-retest reliability of the CSAS seems limited. Consequently, this study aimed to provide more evidence on its psychometric properties while validating the CSAS questionnaire in a cohort of Polish medical students. Methods The CSAS was translated, adapted into Polish, and validated in a cohort of 389 Polish medical students. Statistical analysis involved, among others, parallel analysis to determine the number of factors, confirmatory factor analysis to compare the proposed model with theory-based ones, and test-retest reliability analysis. Results Conducted analysis revealed that in the examined population, the CSAS should rather consist of four than two subscales. Proposed four subscales addressed perceived outcomes of communication learning, positive and negative attitudes towards it (affective components), and factors motivating students to learn communication (a cognitive component of attitudes). Results of test-retest reliability were satisfactory for individual items and subscales. Conclusions This study presented a valid and reliable version of the Communication Skills Attitude Scale for Polish medical students and confirmed previous assumptions that CSAS may also be appropriate for assessment of affective and cognitive components of attitudes. Future research should, based on Ajzen’s Theory of Planned Behavior, make attempts to develop a tool assessing not only attitudes but also subjective norms and perceived behavioral control.

scholarly journals Start the Way You Want to Finish: An Intensive Diversity, Equity, Inclusion Orientation Curriculum in Undergraduate Medical Education

2021 ◽  
Vol 8 ◽  
pp. 238212052110003
Author(s):  
Denise L. F. Davis ◽  
DoQuyen Tran-Taylor ◽  
Elizabeth Imbert ◽  
Jeffrey O. Wong ◽  
Calvin L. Chou
Keyword(s):  
Medical Students ◽  
Communication Skills ◽  
Personal Narratives ◽  
Skills Training ◽  
Lessons Learned ◽  
Relationship Building ◽  
Cultural Humility ◽  
Mindfulness Skills ◽  
Orientation Week ◽  
Equity And Inclusion

Problem: Medical students often feel unprepared to care for patients whose cultural backgrounds differ from their own. Programs in medical schools have begun to address health: inequities; however, interventions vary in intensity, effectiveness, and student experience. Intervention: The authors describe an intensive 2-day diversity, equity, and inclusion curriculum for medical students in their orientation week prior to starting formal classes. Rather than using solely a knowledge-based “cultural competence” or a reflective “cultural humility” approach, an experiential curriculum was employed that links directly to fundamental communication skills vital to interactions with patients and teams, and critically important to addressing interpersonal disparities. Specifically, personal narratives were incorporated to promote individuation and decrease implicit bias, relationship-centered skills practice to improve communication across differences, and mindfulness skills to help respond to bias when it occurs. Brief didactics highlighting student and faculty narratives of difference were followed by small group sessions run by faculty trained to facilitate sessions on equity and inclusion. Context: Orientation week for matriculating first-year students at a US medical school. Impact: Matriculating students highly regarded an innovative 2-day diversity, equity, and inclusion orientation curriculum that emphasized significant relationship-building with peers, in addition to core concepts and skills in diversity, equity, and inclusion. Lessons learned: This orientation represented an important primer to concepts, skills, and literature that reinforce the necessity of training in diversity, equity, and inclusion. The design team found that intensive faculty development and incorporating diversity concepts into fundamental communication skills training were necessary to perpetuate this learning. Two areas of further work emerged: (1) the emphasis on addressing racism and racial equity as paradigmatic belies further essential understanding of intersectionality, and (2) uncomfortable conversations about privilege and marginalization arose, requiring expert facilitation.

Teaching communication skills to pre-clinical medical students: a general practice based approach

1979 ◽  
Vol 13 (2) ◽  
pp. 82-85 ◽  
Author(s):  
D. ARMSTRONG ◽  
B. H. HICKS ◽  
P. M. HIGGINS ◽  
J. A. WEINMAN
Keyword(s):  
General Practice ◽  
Medical Students ◽  
Communication Skills

Breaking Bad News — Skills and Evidence

2009 ◽  
Vol 2 (10) ◽  
pp. 605-612 ◽  
Author(s):  
Jill Thistlethwaite
Keyword(s):  
Human Immunodeficiency Virus ◽  
Communication Skills ◽  
Human Immunodeficiency Virus Status ◽  
Bad News ◽  
Breaking Bad News ◽  
Breaking Bad ◽  
Immunodeficiency Virus ◽  
The Future ◽  
The Patient’S View ◽  
The Impact

Bad or unfavorable news may be defined as ‘any news that drastically and negatively alters the patient's view of her or his future’( Buckman 1992 ). When GPs talk about breaking bad news, they usually mean telling patients that they have cancer, though in fact similar communication skills may be employed when informing patients about a positive human immunodeficiency virus status, or that a relative has died. Of key importance in the process is the doctor gaining an understanding of what the patient's view of the future is or was — the expectation that now might not be met. A doctor should not assume the impact of the diagnosis without exploring the patient's worldview.

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