Defining competency-based evaluation objectives in family medicine: Professionalism (original) (raw)
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The Evaluation of Physicians' Communication Skills From Multiple Perspectives
Annals of family medicine, 2018
To examine how family physicians', patients', and trained clinical raters' assessments of physician-patient communication compare by analysis of individual appointments. Analysis of survey data from patients attending face-to-face appointments with 45 family physicians at 13 practices in England. Immediately post-appointment, patients and physicians independently completed a questionnaire including 7 items assessing communication quality. A sample of videotaped appointments was assessed by trained clinical raters, using the same 7 communication items. Patient, physician, and rater communication scores were compared using correlation coefficients. Included were 503 physician-patient pairs; of those, 55 appointments were also evaluated by trained clinical raters. Physicians scored themselves, on average, lower than patients (mean physician score 74.5; mean patient score 94.4); 63.4% (319) of patient-reported scores were the maximum of 100. The mean of rater scores from 55 ...
Journal of Graduate Medical Education, 2021
Background The Communication Assessment Tool (CAT), a paper-based patient survey, is 1 method to assess residents' interpersonal and communication skills. To further enhance the interpretation of the CAT, benchmark data are needed. Objective We sought to expand upon initial benchmarking data for the use of the CAT as an evaluation tool in family medicine residency programs. Methods Data were collected on 120 residents from 7 family medicine residency programs. Following an appointment with a resident, 1703 patients completed the CAT. Results The overall mean percentage of items rated as excellent was 73%. Significant differences were found in the overall percentage of items rated as “excellent” based on location of training (78% US graduate versus 71% international medical graduate) and native language of the resident (76% English speaking versus 69% non-English speaking). There were no significant differences found in the overall percentage of items rated as excellent based on ...
BMC medical education, 2018
The Brazilian undergraduate medical course is six years long. As in other countries, a medical residency is not obligatory to practice as a doctor. In this context, this paper aims to clarify what and when competencies in communication and professionalism should be addressed, shedding light on the role of university, residency and post-residency programmes. Brazilian family physicians with diverse levels of medical training answered a questionnaire designed to seek a consensus on the competencies that should be taught (key competencies) and when students should achieve them during their medical training. The data were analysed using descriptive statistics and correlation tests. A total of seventy-four physicians participated; nearly all participants suggested that the students should achieve communication and professionalism competencies during undergraduate study (twenty out of thirty competencies - 66.7%) or during residency (seven out of thirty competencies - 23.33%). When compet...
BMC Medical Education, 2009
Background: Communication skills are essential for physicians to practice Medicine. Evidence for the validity and domain specificity of communication skills in physicians is equivocal and requires further research. This research was conducted to adduce evidence for content and context specificity of communication skills and to assess the usefulness of a generic instrument for assessing communication skills in International Medical Graduates (IMGs).
Evolution of communicational profile of family medicine trainees
Atencion Primaria, 2002
To study the development of patient relation skills, as used during interviews with patients for health problems that are common within their specialty, in family medicine residents during the third year of their residency program. Methods. Quasi-experimental (before-after), national-level, multicenter study. The participants were 193 third-year residents in family medicine at 8 training units who were trained between 1996 and 1999. During this period all residents participated in the usual training and clinical activities included in the National Plan for this specialty. The GATHA-RES questionnaire was used to evaluated six clinical scenarios in video recordings of encounters with standardized patients (3 at the start of the third year and 3 at the end of the third year). Descriptive, bivariate and multivariate statistical analyses were used. Results. A total of 1,024 interviews were analyzed. The time spent with each patient decreased significantly at the end of the residency program; the duration of the visit was directly proportional to the score on the GATHA-RES questionnaire (p < 0.05). Improvements were seen in formal and organizational aspects of the interview. In contrast, skills related with the exploration of personal and contextual aspects of the problem, and negotiating skills, were worse at the end of the study. The variables that best predicted residents' communicational profile were age (inverse relation), duration of the interview, training of the tutor in clinical interviewing, and teaching unit. Conclusions. Residents learn to shorten the duration of the visit to the detriment of communication skills that are basic to appropriate care for their patients' health problems. These results suggest the need for substantial changes in the training of family medicine residents in Spain.
The Development and Partial Assessment of the Medical Communication Competence Scale
Health Communication, 1998
The purpose of this research was to develop and partially assess a self-report scale for measuring doctors' and patients' perceptions of self-communication and othercommunication competence during a medical interview. Previous research into the components of communication competence and medical discourse were used to develop the Medical Communication Competence Scale (MCCS). It was hypothesized that the items of the MCCS would form four clusters: information giving, information seeking, information verifying, and socioemotional communication. The cluster analysis results provided support for the hypothesis. Results of several other analyses provided additional support for the validity of the MCCS. Although considerable attention has been given to doctor-patient communication over the last three decades (Ong, DeHaes, Hoos, & Larnmes, 1995; Thompson, 1994), several researchers have observed that little is actually known about exactly how doctor-patient communication impacts health outcomes (e.g.
Assessing communication competence: a review of current tools
Family medicine, 2005
The assessment of communication competence has become a major priority of medical educational, policy, and licensing organizations in the United States and Canada. Multiple tools are available to assess communication competence, but there are few studies that compare the tools. A consensus panel of six family medicine educators evaluated 15 instruments measuring the physician-patient interview. The primary evaluation criteria came from the Kalamazoo Consensus Statement (KCS), which derived from a multidisciplinary panel of experts that defined seven essential elements of physician-patient communication. We evaluated psychometric properties of the instruments and other assessment criteria felt to be important to family physicians (exploring family issues, interview efficiency, and usability/practicality). Instruments that received the highest ratings on KCS elements were designed for faculty raters and varied in their practicality/usability ratings and psychometric properties. Few in...
Physician Communication Skills: Results of a Survey of General/Family Practitioners in Newfoundland
2000
15> A total of 160 completed surveys was received from practicing family physicians/general practitioners in Newfoundland, yielding an adjusted response rate of 43.1%. Mostof the respondents (83.8%) indicated their communication skills are as important as technicalskills in terms of achieving positive patient outcomes. Between one-third and one-half of the respondents,depending on the educational level queried, rated their communications skills trainingas