Interviewing Skills for Scientists Entering Industry Science

2021 ◽  
Keyword(s):  
Interviewing Skills

scholarly journals Assessing the efficacy of investigative interviewing training courses: A systematic review

2021 ◽  
Vol 23 (1) ◽  
pp. 73-84
Author(s):  
Davut Akca ◽  
Cassandre Dion Larivière ◽  
Joseph Eastwood
Keyword(s):  
Police Officers ◽  
Training Effectiveness ◽  
Performance Criteria ◽  
Laboratory Research ◽  
Future Research ◽  
Systematic Research ◽  
Interviewing Skills ◽  
Training Courses ◽  
Interrogation Training ◽  
The Impact

Substantial resources have been dedicated to designing and implementing training courses that focus on enhancing the interviewing skills of police officers. Laboratory research studies and real-world assessments of the effectiveness of interview training courses, however, have found notably mixed results. In this article, empirical studies ( N = 30) that have assessed the effectiveness of police interview and interrogation training courses were systematically reviewed. We found a wide variation in terms of the type, length, and content of the training courses, the performance criteria used to assess the training effectiveness, and the impact of the training courses on interviewing performance. Overall, the studies found that basic interviewing skills can be developed to a certain level through even short evidence-based training courses. More cognitively demanding skills, such as question selection and meaningful rapport-building, showed less of an improvement post training. The courses that included multiple training sessions showed the most consistent impact on interviewing behavior. This review also indicated a need for more systematic research on training effectiveness with more uniform and longer-term measures of effectiveness. Our findings should help guide future research on this specific topic and inform the training strategies of law enforcement and other investigatory organizations.

scholarly journals Using Videorecording to Enhance the Development of Novice Researchers' Interviewing Skills

2007 ◽  
Vol 6 (1) ◽  
pp. 36-50 ◽  
Author(s):  
Lisbeth Uhrenfeldt ◽  
Barbara Paterson ◽  
Elisabeth O. C. Hall
Keyword(s):  
Interviewing Skills

A Structured-Training Approach to Teaching Diagnostic Interviewing

1994 ◽  
Vol 21 (3) ◽  
pp. 144-150 ◽  
Author(s):  
Susan M. Bögeis
Keyword(s):  
Mental Health ◽  
Health Professions ◽  
Simulated Patients ◽  
Training Methods ◽  
The Past ◽  
Training Approach ◽  
Interviewing Skills ◽  
Recent Developments ◽  
Approach To Teaching ◽  
Clinical Problems

In this article, recent developments in the teaching of diagnostic-interviewing skills in the mental health professions are discussed. First, the tasks and skills of the diagnostic interviewer are analyzed. Second, empirical evidence on effective interviewing styles is outlined. Third, training methods for teaching diagnostic interviewing are reviewed. A training program, developed to teach diagnostic interviewing to undergraduates, is then described. The program is highly structured, and simulated patients are used to introduce complex clinical problems and to evaluate students’ emerging competencies. Student and trainer satisfaction with the program has been high during the past 6 years.

The Hypothesis-Testing Game: A Training Tool for the Graduate Interviewing Skills Course

1988 ◽  
Vol 15 (3) ◽  
pp. 139-141 ◽  
Author(s):  
Kathryn M. Rickard ◽  
Robert W. Titley
Keyword(s):  
Hypothesis Testing ◽  
Positive Feedback ◽  
Student Ratings ◽  
Hypothesis Generation ◽  
Graduate Level ◽  
Training Tool ◽  
Interviewing Skills

This article describes an interviewing game used in a graduate-level interviewing skills course. The goal of the game is to teach basic components of the interviewing process such as comfort with the interview, microcounseling skills, hypothesis generation, and hypothesis testing. The instructor plays the part of a client and is interviewed by two teams of students. Roles of students in the game and game procedure are explained. Favorable student ratings and positive feedback have been received.

Use of Trained Mothers to Teach Interviewing Skills to First-Year Medical Students: A Follow-up Study

PEDIATRICS ◽  
1977 ◽  
Vol 60 (2) ◽  
pp. 165-169 ◽  
Author(s):  
Paula L. Stillman ◽  
Darrell L. Sabers ◽  
Doris L. Redfield
Keyword(s):  
Medical Students ◽  
School Curriculum ◽  
Control Group ◽  
First Year ◽  
Feedback Session ◽  
Optimal Learning ◽  
Interviewing Skills ◽  
One Year ◽  
First Year Medical Students

This report describes an attempt to evaluate the effectiveness of "trained mother" interviews early in the medical school curriculum. As an adjunct to a first-year course that teaches interviewing techniques, half of the students were exposed to an interview with one of three trained mothers early in the course. This treatment interview was immediately followed by a feedback session which concentrated on the content and process of interviewing. At the end of the course, all students had an evaluative interview. Those students who had an initial interview and feedback session with a trained mother scored significantly higher on both the content and process of their interviews than the control group. This technique is an effective and efficient way to teach interviewing skills to medical students prior to entering any of their clinical clerkships. A follow-up assessment conducted one year later indicated that one interview with a trained mother is sufficient for optimal learning and that the skills learned are retained over at least that period of time.

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