Has the inclusion of a longitudinally integrated communication skills program improved consultation skills in medical students? A pilot study
Background: Evidence highlights a lack of communication skills in doctors leading to dysfunctional consultations. To address this deficit, a private medical college instituted curricular reforms with inclusion of a longitudinal communication skills program. A pilot study was undertaken to evaluate t...
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2016-01-01
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doaj-34ce1c48a86949089b33ed434cce79cc2020-11-24T22:09:49ZengWolters Kluwer Medknow PublicationsJournal of Family Medicine and Primary Care2249-48632016-01-0151455010.4103/2249-4863.184622Has the inclusion of a longitudinally integrated communication skills program improved consultation skills in medical students? A pilot studySameena ShahMarie AndradesFasia BasirAnila JaleelIqbal AzamMuhammad IslamRashida AhmedBackground: Evidence highlights a lack of communication skills in doctors leading to dysfunctional consultations. To address this deficit, a private medical college instituted curricular reforms with inclusion of a longitudinal communication skills program. A pilot study was undertaken to evaluate the effectiveness of this program by comparing the consultation skills of medical students of this college with a medical college without a communication skills program. Methods: A 4-station Objective Structured Clinical Examination (OSCE) was conducted in the third and final year. Mann-Whitney U-test was used to compare the difference in the distribution between OSCE stations total and construct scores. Results: At the end of the third year, 21 (31.34%), students of the study site (medical college 1 [college with integrated longitudinal communication skills program]) and 31 (46.26%) students from the comparison site (medical college 2 [comparable college without communication skills program]) consented. Medical college 1 achieved a significantly higher overall mean total station score of 68.0% (standard deviation [SD] =13.5) versus 57.2% (SD = 15.4) (P < 0.001). Significantly higher mean scores were achieved on three stations. At the end of the final year, 19 students (29.3%) from medical college 1 and 22 (34%) students from medical college 2 consented. The difference in overall mean total station score reduced from 9.2% to 7.1% (70.2) (SD = 13.7) versus 63.1 (SD = 15.2) (P = 0.004). The mean scores of both colleges decreased in "Patient presenting with Hepatitis C Report" station (P values 0.004 and 0.775) and in "Patient Request for Faith Healing Therapy in Diabetes Mellitus" station (P values 0.0046 and 0.036), respectively. Conclusion: Longitudinal communication skills in an undergraduate curriculum positively impacted consultation skills. Community-based training and faculty development are required to develop effective patient-centered consultation skills.http://www.jfmpc.com/article.asp?issn=2249-4863;year=2016;volume=5;issue=1;spage=45;epage=50;aulast=ShahCommunicationpatient-centered carepilot projectundergraduate medical education |
collection |
DOAJ |
language |
English |
format |
Article |
sources |
DOAJ |
author |
Sameena Shah Marie Andrades Fasia Basir Anila Jaleel Iqbal Azam Muhammad Islam Rashida Ahmed |
spellingShingle |
Sameena Shah Marie Andrades Fasia Basir Anila Jaleel Iqbal Azam Muhammad Islam Rashida Ahmed Has the inclusion of a longitudinally integrated communication skills program improved consultation skills in medical students? A pilot study Journal of Family Medicine and Primary Care Communication patient-centered care pilot project undergraduate medical education |
author_facet |
Sameena Shah Marie Andrades Fasia Basir Anila Jaleel Iqbal Azam Muhammad Islam Rashida Ahmed |
author_sort |
Sameena Shah |
title |
Has the inclusion of a longitudinally integrated communication skills program improved consultation skills in medical students? A pilot study |
title_short |
Has the inclusion of a longitudinally integrated communication skills program improved consultation skills in medical students? A pilot study |
title_full |
Has the inclusion of a longitudinally integrated communication skills program improved consultation skills in medical students? A pilot study |
title_fullStr |
Has the inclusion of a longitudinally integrated communication skills program improved consultation skills in medical students? A pilot study |
title_full_unstemmed |
Has the inclusion of a longitudinally integrated communication skills program improved consultation skills in medical students? A pilot study |
title_sort |
has the inclusion of a longitudinally integrated communication skills program improved consultation skills in medical students? a pilot study |
publisher |
Wolters Kluwer Medknow Publications |
series |
Journal of Family Medicine and Primary Care |
issn |
2249-4863 |
publishDate |
2016-01-01 |
description |
Background: Evidence highlights a lack of communication skills in doctors leading to dysfunctional consultations. To address this deficit, a private medical college instituted curricular reforms with inclusion of a longitudinal communication skills program. A pilot study was undertaken to evaluate the effectiveness of this program by comparing the consultation skills of medical students of this college with a medical college without a communication skills program. Methods: A 4-station Objective Structured Clinical Examination (OSCE) was conducted in the third and final year. Mann-Whitney U-test was used to compare the difference in the distribution between OSCE stations total and construct scores. Results: At the end of the third year, 21 (31.34%), students of the study site (medical college 1 [college with integrated longitudinal communication skills program]) and 31 (46.26%) students from the comparison site (medical college 2 [comparable college without communication skills program]) consented. Medical college 1 achieved a significantly higher overall mean total station score of 68.0% (standard deviation [SD] =13.5) versus 57.2% (SD = 15.4) (P < 0.001). Significantly higher mean scores were achieved on three stations. At the end of the final year, 19 students (29.3%) from medical college 1 and 22 (34%) students from medical college 2 consented. The difference in overall mean total station score reduced from 9.2% to 7.1% (70.2) (SD = 13.7) versus 63.1 (SD = 15.2) (P = 0.004). The mean scores of both colleges decreased in "Patient presenting with Hepatitis C Report" station (P values 0.004 and 0.775) and in "Patient Request for Faith Healing Therapy in Diabetes Mellitus" station (P values 0.0046 and 0.036), respectively. Conclusion: Longitudinal communication skills in an undergraduate curriculum positively impacted consultation skills. Community-based training and faculty development are required to develop effective patient-centered consultation skills. |
topic |
Communication patient-centered care pilot project undergraduate medical education |
url |
http://www.jfmpc.com/article.asp?issn=2249-4863;year=2016;volume=5;issue=1;spage=45;epage=50;aulast=Shah |
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