Conflict resolution styles and skills and variation among medical students
BACKGROUND: Conflict is inevitable on healthcare teams, yet few professional school curricula teach or assess conflict resolution skills. Little is known about the variation in conflict resolution styles across medical students and how these styles might impact conflict resolution skills. METHODS: T...
Autores principales: | , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
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BioMed Central
2023
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Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10103535/ https://www.ncbi.nlm.nih.gov/pubmed/37060062 http://dx.doi.org/10.1186/s12909-023-04228-x |
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author | Gunasingha, Rathnayaka M. Kalpanee D. Lee, Hui-Jie Zhao, Congwen Clay, Alison |
author_facet | Gunasingha, Rathnayaka M. Kalpanee D. Lee, Hui-Jie Zhao, Congwen Clay, Alison |
author_sort | Gunasingha, Rathnayaka M. Kalpanee D. |
collection | PubMed |
description | BACKGROUND: Conflict is inevitable on healthcare teams, yet few professional school curricula teach or assess conflict resolution skills. Little is known about the variation in conflict resolution styles across medical students and how these styles might impact conflict resolution skills. METHODS: This is a prospective, single blinded, group randomized quasi experimental trial to assess the impact of knowing one’s own conflict resolution style on conflict resolution skills in a simulated encounter. Graduating medical students completed a mandatory conflict resolution session with standardized patients acting as nurses during a transition to residency course. Coaches reviewed videotapes of the simulation, focusing on students’ skills with negotiation and emotional intelligence. Retrospectively, we assessed the impact of the students knowing their conflict resolution style prior to simulation, student gender, race, and intended field of practice on conflict resolution skills as judged by coaches. RESULTS: One hundred and eight students completed the simulated conflict session. Sixty-seven students completed the TKI before the simulated patient (SP) encounter and 41 after. The most common conflict resolution style was accommodating (n = 40). Knowing one’s conflict resolution style in advance of the simulation and one’s identified race/ethnicity did not impact skill as assessed by faculty coaches. Students pursuing diagnosis-based specialties had higher negotiation (p = 0.04) and emotional quotient (p = 0.006) scores than those pursuing procedural specialties. Females had higher emotional quotient scores (p = 0.02). CONCLUSIONS: Conflict resolution styles vary among medical students. Male gender and future practice in a procedural specialty impacted conflict resolution skills but knowing conflict resolution style did not. SUPPLEMENTARY INFORMATION: The online version contains supplementary material available at 10.1186/s12909-023-04228-x. |
format | Online Article Text |
id | pubmed-10103535 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2023 |
publisher | BioMed Central |
record_format | MEDLINE/PubMed |
spelling | pubmed-101035352023-04-15 Conflict resolution styles and skills and variation among medical students Gunasingha, Rathnayaka M. Kalpanee D. Lee, Hui-Jie Zhao, Congwen Clay, Alison BMC Med Educ Research BACKGROUND: Conflict is inevitable on healthcare teams, yet few professional school curricula teach or assess conflict resolution skills. Little is known about the variation in conflict resolution styles across medical students and how these styles might impact conflict resolution skills. METHODS: This is a prospective, single blinded, group randomized quasi experimental trial to assess the impact of knowing one’s own conflict resolution style on conflict resolution skills in a simulated encounter. Graduating medical students completed a mandatory conflict resolution session with standardized patients acting as nurses during a transition to residency course. Coaches reviewed videotapes of the simulation, focusing on students’ skills with negotiation and emotional intelligence. Retrospectively, we assessed the impact of the students knowing their conflict resolution style prior to simulation, student gender, race, and intended field of practice on conflict resolution skills as judged by coaches. RESULTS: One hundred and eight students completed the simulated conflict session. Sixty-seven students completed the TKI before the simulated patient (SP) encounter and 41 after. The most common conflict resolution style was accommodating (n = 40). Knowing one’s conflict resolution style in advance of the simulation and one’s identified race/ethnicity did not impact skill as assessed by faculty coaches. Students pursuing diagnosis-based specialties had higher negotiation (p = 0.04) and emotional quotient (p = 0.006) scores than those pursuing procedural specialties. Females had higher emotional quotient scores (p = 0.02). CONCLUSIONS: Conflict resolution styles vary among medical students. Male gender and future practice in a procedural specialty impacted conflict resolution skills but knowing conflict resolution style did not. SUPPLEMENTARY INFORMATION: The online version contains supplementary material available at 10.1186/s12909-023-04228-x. BioMed Central 2023-04-14 /pmc/articles/PMC10103535/ /pubmed/37060062 http://dx.doi.org/10.1186/s12909-023-04228-x Text en © This is a U.S. Government work and not under copyright protection in the US; foreign copyright protection may apply 2023 https://creativecommons.org/licenses/by/4.0/Open AccessThis article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article’s Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article’s Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/ (https://creativecommons.org/licenses/by/4.0/) . The Creative Commons Public Domain Dedication waiver (http://creativecommons.org/publicdomain/zero/1.0/ (https://creativecommons.org/publicdomain/zero/1.0/) ) applies to the data made available in this article, unless otherwise stated in a credit line to the data. |
spellingShingle | Research Gunasingha, Rathnayaka M. Kalpanee D. Lee, Hui-Jie Zhao, Congwen Clay, Alison Conflict resolution styles and skills and variation among medical students |
title | Conflict resolution styles and skills and variation among medical students |
title_full | Conflict resolution styles and skills and variation among medical students |
title_fullStr | Conflict resolution styles and skills and variation among medical students |
title_full_unstemmed | Conflict resolution styles and skills and variation among medical students |
title_short | Conflict resolution styles and skills and variation among medical students |
title_sort | conflict resolution styles and skills and variation among medical students |
topic | Research |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10103535/ https://www.ncbi.nlm.nih.gov/pubmed/37060062 http://dx.doi.org/10.1186/s12909-023-04228-x |
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