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Teaching communication skills in clinical settings: comparing two applications of a comprehensive program with standardized and real patients
BACKGROUND: Communication is important for the quality of clinical practice, and programs have been implemented to improve healthcare providers’ communication skills. However, the consistency of programs teaching communication skills has received little attention, and debate exists about the applica...
Autores principales: | , , , , , , , , , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
BioMed Central
2014
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4080769/ https://www.ncbi.nlm.nih.gov/pubmed/24886341 http://dx.doi.org/10.1186/1472-6920-14-92 |
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author | Carvalho, Irene P Pais, Vanessa G Silva, Filipa R Martins, Raquel Figueiredo-Braga, Margarida Pedrosa, Raquel Almeida, Susana S Correia, Luís Ribeiro-Silva, Raquel Castro-Vale, Ivone Teles, Ana Mota-Cardoso, Rui |
author_facet | Carvalho, Irene P Pais, Vanessa G Silva, Filipa R Martins, Raquel Figueiredo-Braga, Margarida Pedrosa, Raquel Almeida, Susana S Correia, Luís Ribeiro-Silva, Raquel Castro-Vale, Ivone Teles, Ana Mota-Cardoso, Rui |
author_sort | Carvalho, Irene P |
collection | PubMed |
description | BACKGROUND: Communication is important for the quality of clinical practice, and programs have been implemented to improve healthcare providers’ communication skills. However, the consistency of programs teaching communication skills has received little attention, and debate exists about the application of acquired skills to real patients. This study inspects whether (1) results from a communication program are replicated with different samples, and (2) results with standardized patients apply to interviews with real patients. METHODS: A structured, nine-month communication program was applied in two consecutive years to two different samples of healthcare professionals (25 in the first year, 20 in the second year). Results were assessed at four different points in time, each year, regarding participants’ confidence levels (self-rated), basic communication skills in interviews with standardized patients, and basic communication skills in interviews with real patients. Data were analyzed using GLM Repeated-Measures procedures. RESULTS: Improvements were statistically significant in both years in all measures except in simulated patients’ assessment of the 2008 group. Differences between the two samples were non-significant. Differences between interviews with standardized and with real patients were also non-significant. CONCLUSIONS: The program’s positive outcomes were replicated in different samples, and acquired skills were successfully applied to real-patient interviews. This reinforces this type of program structure as a valuable training tool, with results translating into real situations. It also adds to the reliability of the assessment instruments employed, though these may need adaptation in the case of real patients. |
format | Online Article Text |
id | pubmed-4080769 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2014 |
publisher | BioMed Central |
record_format | MEDLINE/PubMed |
spelling | pubmed-40807692014-07-03 Teaching communication skills in clinical settings: comparing two applications of a comprehensive program with standardized and real patients Carvalho, Irene P Pais, Vanessa G Silva, Filipa R Martins, Raquel Figueiredo-Braga, Margarida Pedrosa, Raquel Almeida, Susana S Correia, Luís Ribeiro-Silva, Raquel Castro-Vale, Ivone Teles, Ana Mota-Cardoso, Rui BMC Med Educ Research Article BACKGROUND: Communication is important for the quality of clinical practice, and programs have been implemented to improve healthcare providers’ communication skills. However, the consistency of programs teaching communication skills has received little attention, and debate exists about the application of acquired skills to real patients. This study inspects whether (1) results from a communication program are replicated with different samples, and (2) results with standardized patients apply to interviews with real patients. METHODS: A structured, nine-month communication program was applied in two consecutive years to two different samples of healthcare professionals (25 in the first year, 20 in the second year). Results were assessed at four different points in time, each year, regarding participants’ confidence levels (self-rated), basic communication skills in interviews with standardized patients, and basic communication skills in interviews with real patients. Data were analyzed using GLM Repeated-Measures procedures. RESULTS: Improvements were statistically significant in both years in all measures except in simulated patients’ assessment of the 2008 group. Differences between the two samples were non-significant. Differences between interviews with standardized and with real patients were also non-significant. CONCLUSIONS: The program’s positive outcomes were replicated in different samples, and acquired skills were successfully applied to real-patient interviews. This reinforces this type of program structure as a valuable training tool, with results translating into real situations. It also adds to the reliability of the assessment instruments employed, though these may need adaptation in the case of real patients. BioMed Central 2014-05-09 /pmc/articles/PMC4080769/ /pubmed/24886341 http://dx.doi.org/10.1186/1472-6920-14-92 Text en Copyright © 2014 Carvalho et al.; licensee BioMed Central Ltd. http://creativecommons.org/licenses/by/2.0 This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/2.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly credited. |
spellingShingle | Research Article Carvalho, Irene P Pais, Vanessa G Silva, Filipa R Martins, Raquel Figueiredo-Braga, Margarida Pedrosa, Raquel Almeida, Susana S Correia, Luís Ribeiro-Silva, Raquel Castro-Vale, Ivone Teles, Ana Mota-Cardoso, Rui Teaching communication skills in clinical settings: comparing two applications of a comprehensive program with standardized and real patients |
title | Teaching communication skills in clinical settings: comparing two applications of a comprehensive program with standardized and real patients |
title_full | Teaching communication skills in clinical settings: comparing two applications of a comprehensive program with standardized and real patients |
title_fullStr | Teaching communication skills in clinical settings: comparing two applications of a comprehensive program with standardized and real patients |
title_full_unstemmed | Teaching communication skills in clinical settings: comparing two applications of a comprehensive program with standardized and real patients |
title_short | Teaching communication skills in clinical settings: comparing two applications of a comprehensive program with standardized and real patients |
title_sort | teaching communication skills in clinical settings: comparing two applications of a comprehensive program with standardized and real patients |
topic | Research Article |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4080769/ https://www.ncbi.nlm.nih.gov/pubmed/24886341 http://dx.doi.org/10.1186/1472-6920-14-92 |
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