Interaction with Patients as a Budding Doctor: An Experience (original) (raw)
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Communication skills for medical students and #8211; An overview
Journal of Contemporary Medical Education, 2014
Communication is a process which allows us to share our ideas with other people and poor communication leads to lots of misunderstandings and mishaps. Effective communication plays a role even in the medical field; doctors and medical students have to deal with people from different cultural background and different needs. This review discusses the need for communication skills, and also the different components of effective communication. There are also certain situations in the medical profession which requires special communication skill like while breaking bad news, eliciting sexual history, resolving conflicts, which are also discussed in the review. Further gradual changes in policies in the medical curriculum to introduce and evaluate communication skills among medical students while bring a welcome change in the attitude progress and achievements of medical students.
Teaching communication skills to medical students, a challenge in the curriculum
Patient Education and Counseling, 2005
Introduction: As communication skills become more and more important in medical practice, the new medical curriculum at Ghent University (1999) implemented a communication curriculum. Method: Communication training or experiences in 'real life' settings are provided every year of the medical curriculum. The training starts with simple basic skills but gradually slips into medical communication or consultation training and results in communication in different contextual situations or with special groups of patients. Rehearsal is important and seen as inevitable. Poorly performing students get extra training.
Medical student training in communication skills
Oxford University Press eBooks, 2017
Background: Clinical communication teaching for medical undergraduates may involve real patient contact alongside simulated patient (SP) contact. However, there is still comparatively little known about the experience of learning with real patients and how that may impact on the SP encounter. Aim: To explore the impact of real patient contact on the experience of communication skills training and SP contact for first-year medical undergraduate students. Methods: As part of the 6-year MBBS undergraduate medical degree at Imperial College London, students are obliged to undertake communication skills training, which involves teaching with simulated and real patients. In 2017 (toward the end of formal teaching), a small sample of Year 1 medical students, who had taken part in extra-curricular teaching with real patients were recruited for the study to compare their performance with a control group in a SP encounter. The performance of both groups was analyzed alongside follow-up focus group data from a sample of the study group. Results: Quantitative analysis revealed there was no significant difference in communication skills during a scored SP interview between students with real patient contact and those without. Focus group data, however, revealed valuable insights into the experience of learning with real patients. Students reported a marked increase in their confidence and ability to naturalize their communication skills as a result of real patient contact. Students also reported that skills gained through real patient contact may not always transfer easily to the SP setting. Conclusion: Real patient contact is an invaluable component of communication training for undergraduate medical students. For successful implementation, there needs to be a clear curricular purpose at pedagogical, practical and organizational levels. Students' experience of real patient contact can provide an informed foundation upon which to implement other modes of teaching.
(2018): Teaching future doctors to communicate: a communication intervention for medical students in their clinical year, Journal of Communication in Healthcare, ABSTRACT Background: Effective patient-provider communication enables shared decision-making and leads to improved patient satisfaction, treatment adherence, and health outcomes. The ideal time for developing effective patient-provider communication skills is during a student's clinical training, yet few medical schools have a formal communication curriculum during the clinical year. Methods: We developed a communication curriculum for third-year medical students during clinical training, involving videotaped mock patient interactions and direct instruction by a communication professor. The final mock interviews of the intervention group (n = 10) and the control group (n = 9) were assessed by three blinded communication professors using a communication assessment tool. Results: Students who received the communication intervention scored higher than controls overall and in each of four subcategories (identification convergence, information seeking, information giving, nonverbal behaviors), a pattern statistically significant using a one-tailed sign test (P = 0.031). The intervention group's subscore for information giving was also significantly higher (Wilcoxon Rank Sum test, P = 0.047). Discussion: The communication intervention was successful in improving the students' communication skills, especially information giving, which is critical to enabling patients to make informed decisions in shared decision-making. A curriculum emphasizing the practical application of communication skills in the clinical year can produce measurable improvements in medical students' communication.
Communication skills training in undergraduate medicine
PubMed, 1990
Good communication with patients is now recognised as the cornerstone in effective medical practice. Medical students do not automatically acquire the art of good communication through clinical training. A new course to promote the development of communication skills at undergraduate level is described. The course was provided at the juncture between pre-clinical and clinical training. Course evaluation illustrated the value of the course as perceived by students themselves and highlighted the areas of greatest need for students in communication skills training.
Analyzing Communication Skills Of Medical Students To Patients And Doctor
Nowadays, it is hard to find the hospitality communicationin hospital because communication skill in medical students are barely taught. The practical and the theory of communication skill do not get along sonc the misunderstanding of different culture and the discourse analysis issue. Therefore, this study is aimed at analyzing the communication skill between medical students within discourse analysis study; showing the difference understanding between students in the first year and fourth year; showing the lack of understanding culture different among patients. Data is gained from the theory of Patient - Doctor communication skill in medical practice. Data is analyzed within discourse analysis study. The findings of the study revealed that several cases causes lack of communication skill are culture difference, grade differences and lack of practical. Therefore, the theory and practical in communication skill has to get along to create the best hospitality communication among mendical students and patients. Key words: Medical communication skill, medical student, dicourse analysis
Communication Skills Training in the Medical Curriculum
Journal of Education and Learning (EduLearn), 2013
Communication is an essential skill in the armory of any worker in the health field. It is an integral part of the skills required, not only in medical doctors, but in all health workers. Communication is more than history taking; it includes all methods of interaction with patients, patient's relatives, members of the health care team, and the public. Many studies stressed that the main complaints of patients are related to communication problems and not to clinical competency. This has contributed to an increase in the number of law suits, non-adherence to medical regimens, and the tendency of patients to keep changing physicians and hospitals. Also, it has been shown that health outcome is positively affected by proper communication. This includes patient's satisfaction and cooperation, decrease in treatment duration, decrease in painkillers requirements, and decrease in hospital stay. Also, it has been shown that communication skills can be taught and important changes in physician's behavior and in their communication skills have been demonstrated after courses of communication skills. Thus, many medical colleges in the world are including communication skills courses in their undergraduate and graduate curricula.
Communication skills medical students
Communication skills can be taught effectively by role play which is a form of peer teaching. To engage large group of learners in a role play session is a challenge. Group of students can be assigned as observers, since learning is also possible by active observation. One hundred and forty-eight medical students were randomly grouped as performers or observers. Role play by performers on essentials of "Doctor patient communication" was observed and rated by experts. This was with regard to only history taking of the respiratory system. The learning outcome of performer/observers of the role play session was evaluated based on the OSCE score (1-4 core elements of Kalamazoo essential elements of communication). A subjective feedback on the satisfaction and confidence was sought after in students of both the groups. Effective learning and subjective impact obtained by both group of learners, as indicated by the equal mean OSCE (student t test p≤0.00), feedback score on self-satisfaction and confidence level. We conclude that either performance as role play or observation of the same among medical students produced similar communication skills with regard to taking history concerning the respiratory system.
Essential Elements of Communication in Medical Encounters
Academic Medicine, 2001
In May 1999, 21 leaders and representatives from major medical education and professional organizations attended an invitational conference jointly sponsored by the Bayer Institute for Health Care Communication and the Fetzer Institute. The participants focused on delineating a coherent set of essential elements in physician-patient communication to: (1) facilitate the development, implementation, and evaluation of communication-oriented curricula in medical education and (2) inform the development of specific standards in this domain. Since the group included architects and representatives of five currently used models of doctor-patient communication, participants agreed that the goals might best be achieved through review and synthesis of the models. Presentations about the five models encompassed their research base, overarching views of the medical encounter, and current applications. All attendees participated in discussion of the models and common elements. Written proceedings generated during the conference were posted on an electronic listserv for review and comment by the entire group. A three-person writing committee synthesized suggestions, resolved questions, and posted a succession of drafts on a listserv. The current document was circulated to the entire group for final approval before it was submitted for publication. The group identified seven essential sets of communication tasks: (1) build the doctor-patient relationship;