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The effect of professional skills training on patient‐centredness and confidence in communicating with patients
Author(s) -
Noble Lorraine M,
Kubacki Angela,
Martin Jonathan,
Lloyd Margaret
Publication year - 2007
Publication title -
medical education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.776
H-Index - 138
eISSN - 1365-2923
pISSN - 0308-0110
DOI - 10.1111/j.1365-2929.2007.02704.x
Subject(s) - curriculum , communication skills training , communication skills , medical education , scale (ratio) , perception , medicine , psychology , professional development , ethnic group , nursing , pedagogy , physics , quantum mechanics , neuroscience , sociology , anthropology
Objectives The effect of introducing professional skills training on students' patient‐centred attitudes and perceptions of ability to communicate was examined. The professional skills training included weekly training in communication skills, ethics and law, and clinical skills. Methods Consecutive cohorts of medical students receiving a traditional pre‐clinical curriculum ( n = 199) and a new curriculum including professional skills training ( n = 255) were compared. Students completed the Doctor−Patient Scale to assess patient‐centred attitudes and an 11‐item scale to assess confidence in their ability to communicate with patients. Students completed the measures at the start of Year 1 and the end of Year 2. Results Students receiving the professional skills training showed increased confidence in communicating with patients and increases in 2 dimensions of patient‐centredness (‘holistic care’ and ‘patient decision making’). Students receiving the traditional curriculum showed increased nervousness in talking to patients. Gender and ethnic differences were found in patient‐centredness and confidence in communicating, which were maintained over time. Conclusions The introduction of professional skills training was successful in improving students' confidence in their ability to perform specific communicative behaviours and increasing patient‐centredness relative to a traditional curriculum.