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http://hdl.handle.net/1956/2667
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| Tittel: | Curriculum factors influencing knowledge of communication skills among medical students |
| Forfattere: | Baerheim, Anders
Hjortdahl, Per
Holen, Are
Anvik, Tor
Fasmer, Ole Bernt
Grimstad, Hilde
Gude, Tore
Risberg, Terje
Vaglum, Per |
| Dato: | 10-Oct-2007 |
| Forlag: | BioMed Central |
| Sitering: | BMC Medical Education 2007, 7:35 |
| Sammendrag: | Background: Communication training builds on the assumption that understanding of the concepts
related to professional communication facilitates the training. We know little about whether students'
knowledge of clinical communication skills is affected by their attendance of communication training
courses, or to what degree other elements of the clinical training or curriculum design also play a role.
The aim of this study was to determine which elements of the curriculum influence acquisition of
knowledge regarding clinical communication skills by medical students.
Methods: The study design was a cross-sectional survey performed in the four Norwegian medical
schools with different curricula, spring 2003. A self-administered questionnaire regarding knowledge of
communication skills (an abridged version of van Dalen's paper-and-pencil test) was sent to all students
attending the four medical schools. A total of 1801 (59%) students responded with complete
questionnaires.
Results: At the end of the 1st year of study, the score on the knowledge test was higher in students at
the two schools running communication courses and providing early patient contact (mean 81%) than in
the other two medical schools (mean 69–75%, P ≤ 0.001), with students studying a traditional curriculum
scoring the lowest. Their scores increased sharply towards the end of the 3rd year, during which they had
been subjected to extensive patient contact and had participated in an intensive communication course
(77% vs. 72% the previous year, P ≤ 0.01). All students scored generally lower in academic years in which
there was no communication training. However, at the end of the final year the difference between the
schools was only 5% (81% vs. 86%, P ≤ 0.001).
Conclusion: The acquisition of knowledge regarding communication skills by medical students may be
optimised when the training is given together with extensive supervised patient contact, especially if this
teaching takes place in the initial years of the curriculum. |
| URI: | http://dx.doi.org/10.1186/1472-6920-7-35
http://hdl.handle.net/1956/2667 |
| Vises i samlingene: | Department of Public Health and Primary Health Care
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