Communication skills preparedness for practice: Is there a key ingredient in undergraduate curricula design? |
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| Institution: | 1. Department of Clinical Neurosciences and Mental Health, Faculty of Medicine, University of Porto, Portugal;2. Institute of Psychological Medicine, Faculty of Medicine, University of Coimbra, Portugal;3. Life and Health Sciences Research Institute (ICVS) School of Medicine, University of Minho, Portugal;4. I3S - Instituto de Investigação e Inovação em Saúde, University of Porto, Portugal;1. Children’s Mercy Hospital, Kansas City, MO, USA;2. University of Missouri Kansas City School of Medicine, USA;1. Urology Division A.C. Camargo Cancer Center, São Paulo, SP, Brazil;2. LARCG, Latin American Renal Cancer Group, Brazil;3. Medical Advisory Board -International Kidney Cancer Coalition, The Netherlands;1. Division of Urology, Departments of Surgery and Surgical Oncology, Princess Margaret Cancer Centre, University Health Network and University of Toronto, Toronto, Canada;2. International Kidney Cancer Coalition (IKCC), Amsterdam, The Netherlands;1. Department of Family Medicine, Rabin Medical Center and Tel Aviv & Dan Districts, Clalit Health Services, Kiriat Ono, Israel;2. Regional Medical Management, Maccabi Healthcare Services, Tel Aviv, Israel;3. Department of Family Medicine, Sackler Faculty of Medicine, Tel Aviv University, Israel;4. Sarid Institute Ltd., Haifa, Israel;5. Department of Education, Western Galilee, Acco, Israel;1. Nuffield Department of Primary Care Health Sciences, University of Oxford, Oxford, UK;2. Faculty of Health, Peninsula Medical School, University of Plymouth, UK;3. Institute of Applied Health Research, University of Birmingham, UK;4. School of Population Health Sciences, Bristol Medical School, University of Bristol, UK |
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| Abstract: | ObjectiveTo characterize medical interns’ experience regarding communication skills education and to explore potential associations with preparedness for practice.MethodsTwo hundred sixty-six medical interns answered an original questionnaire specifically developed to explore how well they feel their undergraduate training had prepared them in key aspects of medical communication. Instrument’s psychometric properties were tested. Medical schools’ curricula were considered and associations explored using non-parametric tests.ResultsThe questionnaire reliability was high, with Cronbach’s alphas ranging from 0.89 to 0.94 on all the factors. Core communication skills were highly rated. Perceived preparedness was lower in aspects concerning dealing with emotion, breaking bad news and communicating with speech impaired patients. Better preparedness was associated with a longitudinal integration of communication skills throughout the curriculum, simulation with standardized patients and real patient interviewing with feedback on communication skills.ConclusionsIntegrated programs, standing on a strong experimental component, particularly combining patient-simulation strategies with continuous supervision and learner centred feedback, were associated with higher preparedness. These results support the expansion of an educational model based on simulation strategies and structured longitudinally throughout the undergraduate medical curriculum.Practice implicationsThis study intends to inform educational background and to support further development of communication skills curricula. |
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| Keywords: | Communication skills Preparedness for practice Medical education Educational measurement Surveys and questionnaires |
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