Open AccessImproved clinical communication OSCE scores after simulation-based training: Results of a comparative study
Author(s) -
Alexandre Nuzzo,
Alexy Tran-Dinh,
Marie Courbebaisse,
Hugo Peyre,
Patrick Plaisance,
Alexandre Matet,
Brigitte Ranque,
Albert Faye,
Victoire de Lastours,
Sbt groups
Publication year - 2020
Publication title -
plos one
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.99
H-Index - 332
ISSN - 1932-6203
DOI - 10.1371/journal.pone.0238542
Subject(s) - objective structured clinical examination , internship , medical education , medicine , curriculum , observational study , educational measurement , communication skills , physical examination , psychology , family medicine , pedagogy
Objectives Simulation-based training (SBT) is increasingly used to teach clinical patient-doctor communication skills (CS) to medical students. However, the long-lasting impact of this training has been poorly studied. Methods In this observational study we included all fourth-year undergraduate medical students from a French medical school who undertook a CS objective structured clinical examination (OSCE) and who answered a post-examination survey. OSCE scores and students’ feedback were compared by whether students had received a specific CS-SBT or not 12 months prior to the OSCE. Results A total of 173 students were included in the study. Of them, 97 (56%) had followed the CS-SBT before the OSCE. Students who had undergone CS-SBT had significantly higher CS-OSCE scores in the multivariate analysis compared to untrained students (mean score 7.5/10 ±1.1 vs. 7.0/10 ±1.6, respectively, Cohen’s d = 0.4, p <0.01). They also tended to experience less nervousness during the OSCE ( p = 0.09) and increased motivation to further train in “real-life” internships ( p = 0.08). However, they overall expressed a general lack of CS in therapeutic patient education, delivering bad news, and disclosing medical errors. Conclusions Fourth-year medical students who benefited from a CS-SBT 12 months before examination displayed higher CS-OSCE scores than their counterparts. Practice implications These results support the early introduction of practical training to improve communication skills in undergraduate medical curricula. Studies are required to assess the sustainability of this improvement over time and its effect on further real doctor-patient communication.