scholarly journals A Comparison of Students’ Self-Assessments With Faculty Evaluations of Their Communication Skills

2013 ◽  
Vol 77 (4) ◽  
pp. 72 ◽  
Author(s):  
Lisa M. Lundquist ◽  
Angela O. Shogbon ◽  
Kathryn M. Momary ◽  
Hannah K. Rogers
Keyword(s):  
Communication Skills ◽  
Faculty Evaluations ◽  
Self Assessments

Self-Assessment Scores Improve After Simulation-Based Palliative Care Communication Skill Workshops

2016 ◽  
Vol 35 (1) ◽  
pp. 45-51 ◽  
Author(s):  
Crystal E. Brown ◽  
Anthony L. Back ◽  
Dee W. Ford ◽  
Erin K. Kross ◽  
Lois Downey ◽  
...  
Keyword(s):  
Palliative Care ◽  
South Carolina ◽  
Randomized Trial ◽  
Communication Skills ◽  
Communication Skill ◽  
Linear Regression Models ◽  
Care Needs ◽  
Self Assessment ◽  
Simulation Based ◽  
Self Assessments

Background: We conducted a randomized trial of a simulation-based multisession workshop to improve palliative care communication skills (Codetalk). Standardized patient assessments demonstrated improved communication skills for trainees receiving the intervention; however, patient and family assessments failed to demonstrate improvement. This article reports findings from trainees’ self-assessments. Aim: To examine whether Codetalk resulted in improved self-assessed communication competence by trainees. Design: Trainees were recruited from the University of Washington and the Medical University of South Carolina. Internal medicine residents, medicine subspecialty fellows, nurse practitioner students, or community-based advanced practice nurses were randomized to Codetalk, a simulation-based workshop, or usual education. The outcome measure was self-assessed competence discussing palliative care needs with patients and was assessed at the start and end of the academic year. We used robust linear regression models to predict self-assessed competency, both as a latent construct and as individual indicators, including randomization status and baseline self-assessed competency. Results: We randomized 472 trainees to the intervention (n = 232) or usual education (n = 240). The intervention was associated with an improvement in trainee’s overall self-assessment of competence in communication skills ( P < .001). The intervention was also associated with an improvement in trainee self-assessments of 3 of the 4 skill-specific indicators—expressing empathy, discussing spiritual issues, and eliciting goals of care. Conclusion: Simulation-based communication training was associated with improved self-assessed competency in overall and specific communication skills in this randomized trial. Further research is needed to fully understand the importance and limitations of self-assessed competence in relation to other outcomes of improved communication skill.

scholarly journals The Associations Between Residents' Behavior and the Thomas-Kilmann Conflict MODE Instrument

2010 ◽  
Vol 2 (1) ◽  
pp. 118-125 ◽  
Author(s):  
Dotun Ogunyemi ◽  
Susie Fong ◽  
Geoff Elmore ◽  
Devra Korwin ◽  
Ricardo Azziz
Keyword(s):  
Medical Education ◽  
Communication Skills ◽  
Faculty Evaluation ◽  
Medical Knowledge ◽  
Problem Based Learning ◽  
Learning System ◽  
P Value ◽  
Faculty Evaluations ◽  
Positive Correlations ◽  
Knowledge Communication

Abstract Objective To assess if the Thomas-Kilmann Conflict MODE Instrument predicts residents’ performance. Study Design Nineteen residents were assessed on the Thomas-Kilmann conflict modes of competing, collaborating, compromising, accommodating, and avoiding. Residents were classified as contributors (n  =  6) if they had administrative duties or as concerning (n  =  6) if they were on remediation for academic performance and/or professionalism. Data were compared to faculty evaluations on the Accreditation Council for Graduate Medical Education (ACGME) competencies. P value of &lt; .05 was considered significant. Results Contributors had significantly higher competing scores (58% versus 17%; P  =  .01), with lower accommodating (50% versus 81%; P 5 .01) and avoiding (32% versus 84%; P  =  .01) scores; while concerning residents had significantly lower collaborating scores (10% versus 31%; P  =  .01), with higher avoiding (90% versus 57%; P  =  .006) and accommodating (86% versus 65%; P  =  .03) scores. There were significant positive correlations between residents’ collaborating scores with faculty ACGME competency evaluations of medical knowledge, communication skills, problem-based learning, system-based practice, and professionalism. There were also positive significant correlations between compromising scores and faculty evaluations of problem-based learning and professionalism with negative significant correlations between avoiding scores and faculty evaluations of problem-based learning, communication skills and professionalism. Conclusions Residents who successfully execute administrative duties are likely to have a Thomas-Kilmann profile high in collaborating and competing but low in avoiding and accommodating. Residents who have problems adjusting are likely to have the opposite profile. The profile seems to predict faculty evaluation on the ACGME competencies.

scholarly journals Feasibility and Validation of Real-Time Patient Evaluations of Internal Medicine Interns' Communication and Professionalism Skills

2014 ◽  
Vol 6 (1) ◽  
pp. 71-77 ◽  
Author(s):  
C. Jessica Dine ◽  
Stefanie Ruffolo ◽  
Jennifer Lapin ◽  
Judy A. Shea ◽  
Jennifer R. Kogan
Keyword(s):  
Internal Medicine ◽  
Factor Analysis ◽  
Communication Skills ◽  
Standardized Patient ◽  
Varimax Rotation ◽  
Faculty Evaluations ◽  
Evaluation Systems ◽  
New Information ◽  
The Mean ◽  
Future Work

Abstract Background Residents receive little information about how they interact with patients. Objective This pilot study assessed the feasibility and validity of a new 16-item tool developed to assess patients' perspectives of interns' communication skills and professionalism and the team's communication. Methods Feasibility was determined by the percentage of surveys completed, the average time for survey completion, the percentage of target interns evaluated, and the mean number of evaluations per intern. Generalizability was analyzed using an (evaluator:evaluatee) × item model. Simulated D studies estimated optimal numbers of items and evaluators. Factor analysis with varimax rotation was used to examine the structure of the items. Scores were correlated with other measures of communication and professionalism for validation. Results Most patients (225 of 305 [74%]) completed the evaluation. Each survey took approximately 6.3 minutes to complete. In 43 days over 18 weeks, 45 of 50 interns (90%) were evaluated an average of 4.6 times. Fifty evaluations would be required to reach a minimally acceptable coefficient (0.57). Two factor structures were identified. The evaluation did not correlate with faculty evaluations of resident communication but did correlate weakly (r  =  0.140, P  =  .04) with standardized patient evaluations. Conclusions A large number of patient evaluations are needed to reliably assess intern and team communication skills. Evaluations by patients add a perspective in assessing these skills that is different from those of faculty evaluations. Future work will focus on whether this new information adds to existing evaluation systems and warrants the added effort.

scholarly journals Effect of Clinician Feedback Versus Video Self-Assessment in 5th-Year Chiropractic Students on an End-of-Year Communication Skills Examination

2010 ◽  
Vol 24 (2) ◽  
pp. 165-174 ◽  
Author(s):  
Mark D. Hecimovich ◽  
Jo-Anne Maire ◽  
Barrett Losco
Keyword(s):  
Communication Skills ◽  
Analysis Of Variance ◽  
Learning Opportunities ◽  
T Test ◽  
History Taking ◽  
Immediate Feedback ◽  
Self Assessment ◽  
Significant Difference ◽  
Self Assessments ◽  
Chiropractic Students

Purpose: To compare the effect of two learning opportunities, clinician feedback and video self-assessment, on 5th-year chiropractic students' patient communication skills, specifically those required for history taking. Methods: A cohort of 51 final-year students was divided into two groups. The first group received immediate feedback from a clinical supervisor following a history-taking encounter with a patient. The second group performed self-assessments of their videotaped history-taking encounter. An end-of-year Viva Voce examination was used to measure the effectiveness of the students' history-taking skills, using two subscores, one for behavior and another for content, as well as an overall total score. An unpaired t-test was performed to determine whether any significant difference occurred between the two groups of students. Each group was then subdivided into two subgroups based on gender, and a two-way analysis of variance was performed to determine whether the type of feedback or the students' gender had any significant effect on the outcome of the Viva Voce. Results: There were no significant differences between the two groups of students in terms of their final scores in the Viva Voce. After dividing each group into their gender subgroups and further analysis of the results, neither the mode of feedback nor the students' gender had any significant effect on the outcome of the Viva Voce. Conclusion: This study suggests that, for a mixed cohort, video self-assessment and clinician feedback are equivalent in their ability to enhance students' communication skills relating to history taking.

scholarly journals Development of a Comprehensive Communication Skills Curriculum for Pediatrics Residents

2016 ◽  
Vol 8 (5) ◽  
pp. 739-746 ◽  
Author(s):  
Eleanor B. Peterson ◽  
Kimberly A. Boland ◽  
Kristina A. Bryant ◽  
Tara F. McKinley ◽  
Melissa B. Porter ◽  
...  
Keyword(s):  
Medical Education ◽  
Communication Skills ◽  
Core Competencies ◽  
Real Life ◽  
Essential Element ◽  
Likert Scale ◽  
Formal Curriculum ◽  
Faculty Evaluations ◽  
General Acceptance ◽  
Multidisciplinary Working

ABSTRACT Background  Effective communication is an essential element of medical care and a priority of medical education. Specific interventions to teach communication skills are at the discretion of individual residency programs. Objective  We developed the Resident Communication Skills Curriculum (RCSC), a formal curriculum designed to teach trainees the communication skills essential for high-quality practice. Methods  A multidisciplinary working group contributed to the development of the RCSC, guided by an institutional needs assessment, literature review, and the Accreditation Council for Graduate Medical Education core competencies. The result was a cohesive curriculum that incorporates didactic, role play, and real-life experiences over the course of the entire training period. Methods to assess curricular outcomes included self-reporting, surveys, and periodic faculty evaluations of the residents. Results  Curricular components have been highly rated by residents (3.95–3.97 based on a 4-point Likert scale), and residents' self-reported communication skills demonstrated an improvement over the course of residency in the domains of requesting a consultation, providing effective handoffs, handling conflict, and having difficult conversations (intern median 3.0, graduate median 4.0 based on a 5-point Likert scale, P ≤ .002). Faculty evaluations of residents have also demonstrated improvement over time (intern median 3.0, graduate median 4.5 based on a 5-point Likert scale, P &lt; .001). Conclusions  A comprehensive, integrated communication skills curriculum for pediatrics residents was implemented, with a multistep evaluative process showing improvement in skills over the course of the residency program. Positive resident evaluations and informal comments from faculty support its general acceptance. The use of existing resources makes this curriculum feasible.

scholarly journals Evaluating Professionalism, Practice-Based Learning and Improvement, and Systems-Based Practice: Utilization of a Compliance Form and Correlation with Conflict Styles

2010 ◽  
Vol 2 (3) ◽  
pp. 423-429 ◽  
Author(s):  
Dotun Ogunyemi ◽  
Michelle Eno ◽  
Steve Rad ◽  
Alex Fong ◽  
Carolyn Alexander ◽  
...  
Keyword(s):  
Communication Skills ◽  
Obstetrics And Gynecology ◽  
Conflict Styles ◽  
Faculty Evaluations ◽  
Residency Programs ◽  
Project Completion ◽  
Positive Correlations ◽  
Academic Year ◽  
Junior Residents ◽  
Hispanic White

Abstract Objective The purpose of this article was to develop and determine the utility of a compliance form in evaluating and teaching the Accreditation Council for Graduate Medical Education competencies of professionalism, practice-based learning and improvement, and systems-based practice. Methods In 2006, we introduced a 17-item compliance form in an obstetrics and gynecology residency program. The form prospectively monitored residents on attendance at required activities (5 items), accountability of required obligations (9 items), and completion of assigned projects (3 items). Scores were compared to faculty evaluations of residents, resident status as a contributor or a concerning resident, and to the residents' conflict styles, using the Thomas-Kilmann Conflict MODE Instrument. Results Our analysis of 18 residents for academic year 2007–2008 showed a mean (standard error of mean) of 577 (65.3) for postgraduate year (PGY)-1, 692 (42.4) for PGY-2, 535 (23.3) for PGY-3, and 651.6 (37.4) for PGY-4. Non-Hispanic white residents had significantly higher scores on compliance, faculty evaluations on interpersonal and communication skills, and competence in systems-based practice. Contributing residents had significantly higher scores on compliance compared with concerning residents. Senior residents had significantly higher accountability scores compared with junior residents, and junior residents had increased project completion scores. Attendance scores increased and accountability scores decreased significantly between the first and second 6 months of the academic year. There were positive correlations between compliance scores with competing and collaborating conflict styles, and significant negative correlations between compliance with avoiding and accommodating conflict styles. Conclusions Maintaining a compliance form allows residents and residency programs to focus on issues that affect performance and facilitate assessment of the ACGME competencies. Postgraduate year, behavior, and conflict styles appear to be associated with compliance. A lack of association with faculty evaluations suggests measurement of different perceptions of residents' behavior.

scholarly journals Performance-based assessment of students’ communication skills

2021 ◽  
Vol 10 (1) ◽  
pp. 221258682110062
Author(s):  
Edith Braun
Keyword(s):  
Higher Education ◽  
Communication Skills ◽  
Social Institution ◽  
Two Dimensions ◽  
Postgraduate Students ◽  
Performance Skills ◽  
Verbal Skills ◽  
Factors Analysis ◽  
Performance Based Assessment ◽  
Self Assessments

Higher education is a fundamental social institution that supports the latest theoretical developments and builds advanced skills. All institutions of higher education require that undergraduate and postgraduate students acquire performance skills as communication. Despite the fact that nearly every higher education program and discipline includes such skills among their learning outcomes, there are few instruments available with which to assess such complex competences. This article presents the findings of a study in which an instrument to measure communication skills was operationalized according to Habermas’ theory of communication, which distinguishes between strategic and understanding-oriented communication. The instrument introduced and used was based on role-plays that included standardised instructions and standardised observation forms. In addition to the empirical investigation into the theoretical dimensions of strategic and understanding-orientated communication, this study also examined two correlations: the correlation between performance-based testing and self-assessments and the correlation between performance-based testing and non-verbal communication. Two dimensions can be found in confirmatory factors analysis. Furthermore, the study found a medium correlation with non-verbal skills, but low correlation with self-assessments. Following a presentation of the study, the article concludes with a discussion of the benefits as well as limitations of such an instrument.

scholarly journals A Multirater Instrument for the Assessment of Simulated Pediatric Crises

2011 ◽  
Vol 3 (1) ◽  
pp. 88-94 ◽  
Author(s):  
Aaron W Calhoun ◽  
Megan Boone ◽  
Karen H Miller ◽  
Rebecca L Taulbee ◽  
Vicki L Montgomery ◽  
...  
Keyword(s):  
Communication Skills ◽  
Internal Consistency ◽  
Interrater Reliability ◽  
Gap Analysis ◽  
Clinical Skills ◽  
Intraclass Correlation ◽  
Medical Knowledge ◽  
Self Reflection ◽  
Simulation Based ◽  
Self Assessments

Abstract Background Few validated instruments exist to measure pediatric code team skills. The goal of this study was to develop an instrument for the assessment of resuscitation competency and self-appraisal using multirater and gap analysis methodologies. Methods Multirater assessment with gap analysis is a robust methodology that enables the measurement of self-appraisal as well as competency, offering faculty the ability to provide enhanced feedback. The Team Performance during Simulated Crises Instrument (TPDSCI) was grounded in the Accreditation Council for Graduate Medical Education competencies. The instrument contains 5 competencies, each assessed by a series of descriptive rubrics. It was piloted during a series of simulation-based interdisciplinary pediatric crisis resource management education sessions. Course faculty assessed participants, who also did self-assessments. Internal consistency and interrater reliability were analyzed using Cronbach α and intraclass correlation (ICC) statistics. Gap analysis results were examined descriptively. Results Cronbach α for the instrument was between 0.72 and 0.69. The overall ICC was 0.82. ICC values for the medical knowledge, clinical skills, communication skills, and systems-based practice were between 0.87 and 0.72. The ICC for the professionalism domain was 0.22. Further examination of the professionalism competency revealed a positive skew, 43 simulated sessions (98%) had significant gaps for at least one of the competencies, 38 sessions (86%) had gaps indicating self-overappraisal, and 15 sessions (34%) had gaps indicating self-underappraisal. Conclusions The TPDSCI possesses good measures of internal consistency and interrater reliability with respect to medical knowledge, clinical skills, communication skills, systems-based practice, and overall competence in the context of simulated interdisciplinary pediatric medical crises. Professionalism remains difficult to assess. These results provide an encouraging first step toward instrument validation. Gap analysis reveals disparities between faculty and self-assessments that indicate inadequate participant self-reflection. Identifying self-overappraisal can facilitate focused interventions.

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