Medical education initiatives in communication skills.

Medical educators at undergraduate, postgraduate and continuing medical education levels acknowledge that communication is a fundamental medical skill. Responding to patient, professional and governmental advocates, as well as to advances in research on patient-physician communication and its teaching, some medical educators are in the process of starting new communication curricula, while others are working at expanding, integrating and further developing already well-established programs. For most people working in this area, the question is no longer whether to teach and assess communication skills and attitudes but, rather, how to do so most efficiently and effectively. In order to enhance the development of communication curricula at all levels, we first provide a brief look at how communication education has become widely encouraged in many parts of the globe, and we set out the underlying assumptions that frame the teaching and learning of communication in medicine. We then summarize critical components common to many established communication curricula and identify a series of specific strategies for teaching communication skills. We include a chart that describes a sample of the wide variety of resources available to assist in the development and teaching of communication curricula in medicine. Finally, we consider gaps in current communication curricula and suggest the next steps and ideas for moving forwards.

The accuracy of standardized patient presentation.

The accuracy of standardized patient clinical problem presentation was evaluated by videotape rating of a random sample of 839 student-patient encounters, representing 88 patients, 27 cases and two university test sites. Patient-student encounters were sampled from a collaborative inter-university final-year clinical examination of fourth-year medical students which was conducted at the University of Manitoba and Southern Illinois University in 1987 and 1988. The accuracy, replicability and portability of standardized patient cases were evaluated. The average accuracy of patient presentation was 90.2% in 1987 and 93.4% in 1988. Perfect accuracy scores were obtained by 15 patients; however, 11 patients had average scores below 80% with the accuracy of presentation in some encounters being as low as 30%. There were significant differences in the accuracy score achieved by patients trained together for the same case in 6 of 35 possible comparisons. There was also a systematic trend for patients trained at Southern Illinois to be more accurate in their presentation than patients trained at the University of Manitoba. These differences were significant in 5 of the 15 cases used in the examination.

Evaluating medical performance in the diagnosis and treatment of occupational health problems: a standardized patient approach.

Primary care physicians must identify and manage work-related disease, yet it is unclear whether training is adequate to accomplish this. This study examines the performance of 110 candidates, including 93 4th-year medical students, in the diagnosis and treatment of a standardized patient with occupational illness. Results indicated that the students did substantially better than the medical practitioners who had not received recent training. Although a strong correlation existed between candidates performance on the occupational health (OH) case and overall score on 19 non-occupational health cases, the competency measure that most determined performance on the OH case was interpersonal skills. A correlation also existed between working knowledge, data collection and data interpretation skills overall, and performance on the OH case; diagnostic skills, test selection, test interpretation, and case management skills overall showed no such correlation. The findings highlighted the importance of emphasizing interpersonal skills in training physicians to appropriately manage occupational medical cases, and illustrated the usefulness of standardized patients in teaching and evaluating occupational medical skills.

How standardized are standardized patients?

The accuracy and reproducibility of the standardized patient's presentation of a clinical problem was evaluated in 15 cases used in the evaluation of fourth year medical students in two universities. There were differences in the quality of standardized patient presentation between institutions and among the cases presented.

In the family way: transition to parenthood.

The birth of the first child, awaited eagerly or anxiously, is a normal life event bringing its own set of stresses and strains, which couples do not often anticipate. The family doctor can use the opportunity afforded by prenatal and postnatal visits to do some preventive medicine and assist the new family through this transition. The family physician needs to be aware of the stresses of parenthood on him or herself. Family medicine training programs should adapt to support residents at the time they become new parents.