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TitleA structured remediation program for communication skills
Author(s)Morgado, Pedro
Lemos, Ana R.
Almeida, Sara
Cerqueira, João José
Sousa, Nuno
Issue date29-Aug-2019
JournalInternational Journal of Medical Education
CitationMorgado, P., Lemos, A. R., Almeida, S., Cerqueira, J. J., & Sousa, N. (2019). A structured remediation program for communication skills. International journal of medical education, 10, 161.
Abstract(s)[Excerpt] The doctor’s ability to communicate effectively is critical both to clinical practice and to health outcomes.1 Indeed, effective patient-doctor communication has been extensively shown to improve patient satisfaction and patient health outcomes.2 Focus on acquisition and training of these skills is now given in medical school curricula. As with every other skill, performance in communication tasks is variable between individuals. There is much written on teaching and assessment3,4 but the remediation of students’ communication skills is rarely addressed in the literature. To our knowledge, there are no standardized interventions to address communication deficiencies, which boosts the need for designing and reporting that type of interventions. In this report, we present and discuss our experience of developing and implementing a standardized remediation program in clinical interview communication skills for third-year medical students studying in a 6-year medical curriculum at the University of Minho. All students that failed in the clinical skills examination at the end of the third year were invited to join the program. More specifically, these students failed the history taking and/or communication components on the high-stakes Objective Structured Clinical Examination (OSCE), backed by a solid standardized patients (SP) program, specifically designed to assess the mastery of history-taking and physical exam skills just before the start of their clinical rotations.5 The exam included six stations of 15-minutes SP encounters, each station with a clinical history and specific physical examination. Performances were scored using checklists by clinical monitors (junior and senior doctors) – on history taking, physical examination and communication skills - and by trained SPs – on communication skills only. History and physical examination checklists were custom made according to the patient scenario while communication was always assessed with the same Communication Assessment Scale (CAS). [...]
TypeLetter to the editor
Publisher version
AccessOpen access
Appears in Collections:ICVS - Artigos em Revistas Internacionais com Referee

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