Assessment of communication skills.
TL;DR: The assessment of communication skills should follow a modern approach to assessment where the learning function of assessment is considered a priority and fits the learning of skilled communication well.
About: This article is published in Patient Education and Counseling.The article was published on 2019-11-01. It has received 27 citations till now. The article focuses on the topics: Summative assessment.
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TL;DR: Students and faculty reported that the virtual assessment provided an opportunity for an appropriate assessment of student communication skills, however, a strong preference for using virtual skills-based assessments in the future was not observed.
Abstract: Objective. To evaluate faculty and student perceptions of and performance on virtual skills-based assessments focused on communication compared to in-person assessments. Methods. In spring 2020, virtual skills-based assessments were conducted. After all assessments were completed, two 12-item questionnaires, one for students and one for the faculty members who conducted the assessment, were designed to assess perceptions of virtual skills-based assessments. The surveys were distributed via an online platform to second- and third-year (P2 and P3) pharmacy students and to faculty who had participated in a virtual skills-based assessment. Scores from the spring 2020 virtual skills-based assessment were compared to scores on the in-person skills-based assessment that took place in spring 2019. Results. Of the 19 faculty and 279 students invited to participate, 18 (94.7%) faculty and 241 (86.4%) students responded. The majority of faculty (88.9%) and students (63.5%) perceived the virtual skills-based assessments to be effective at simulating an interaction. However, only 33.3% of faculty and 28.6% of students preferred the virtual environment. There was not a significant difference in student performance between in-person and virtual assessments for patient consultation and SOAP note skills. Conclusion. Providing sufficient formative and summative feedback to pharmacy students is a challenge, particularly in the context of skills-based assessments. Students and faculty reported that the virtual assessment provided an opportunity for an appropriate assessment of student communication skills. However, a strong preference for using virtual skills-based assessments in the future was not observed.
15 citations
TL;DR: In this paper, a large-scale implementation of a communication skills training program called "Clear-Cut Communication With Patients" at Lillebaelt Hospital in Denmark was presented, where audio recordings from real-life consultations were collected in a pre-post design.
Abstract: Purpose We hypothesized that health care providers would behave in a more patient-centered manner after the implementation of communication skills training, without causing the consultation to last longer. Methods This study was part of the large-scale implementation of a communication skills training program called "Clear-Cut Communication With Patients" at Lillebaelt Hospital in Denmark. Audio recordings from real-life consultations were collected in a pre-post design, with health care providers' participation in communication skills training as the intervention. The training was based on the Calgary-Cambridge Guide, and audio recordings were rated using the Observation Scheme-12. Results Health care providers improved their communication behavior in favor of being more patient-centered. Results were tested using a mixed-effect model and showed significant differences between pre- and postintervention assessments, with a coefficient of 1.3 (95% Cl: 0.35-2.3; P=0.01) for the overall score. The consultations did not last longer after the training. Conclusions Health care providers improved their communication in patient consultations after the implementation of a large-scale patient-centered communication skills training program based on the Calgary-Cambridge Guide. This did not affect the length of the consultations.
10 citations
TL;DR: In this paper , the authors describe some of the main contextual facilitators for translating knowledge about communication skills training for health care professionals (HCP) and recommend ways to guide practical implementation.
5 citations
TL;DR: In this paper , the authors make physicians aware about their limited application of shared decision-making in daily practice, especially regarding preference and decision talk, and reward clinicians for the extra work that comes with SDM.
5 citations
TL;DR: In this article, the effect of the teacher's communicational dimensions (challenging, encouragement and praise, nonverbal support, understanding and friendliness, and controlling) on the perception of the importance given to PE was investigated.
Abstract: During adolescence, there is a significant risk of sports abandonment associated with sedentarism and overweight. For this reason, Physical Education (PE) classes should be an opportunity to bring physical activity and sport closer to schoolchildren developing, and consolidating healthy lifestyle habits. Considering the importance that teaching communication procedures can have in the motivation of students, and given the lack of specific studies that investigate the influence of these processes on the motivation to practice sport in the context of PE, the aim of this study is to determine the effect of the teacher's communicational dimensions (challenging, encouragement and praise, non-verbal support, understanding and friendliness, and controlling) on the perception of the importance given to PE. The sample was composed of a total of 203 PE students between 10 and 16 years old. The mean (M), standard deviation (SD), skewness (S) and kurtosis (K) of the dimensions of the Teacher Communication (TC) and Importance of Physical Education (IPE) were analysed. In order to determine the relationship between the variables analysed, Pearson’s correlation is used. With an aim of determining the effect of the perception of the TC in the classroom on the students' IPE, linear regression is carried out. In data processing, the SPSS 23.0 software is used. The results obtained show that the TC has an effect of 19.7% on IPE. Understanding and friendliness, and controlling dimension are being analysed with the highest standardized regressions coefficient in students' perception of IPE.
3 citations
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TL;DR: In this article, KlUGER and Denisi analyzed all the major reasons to reject a paper from the meta-analysis, even though the decision to exclude a paper came at the first identification of a missing inclusion criterion.
Abstract: the total number of papers may exceed 10,000. Nevertheless, cost consideration forced us to consider mostly published papers and technical reports in English. 4 Formula 4 in Seifert (1991) is in error—a multiplier of n, of cell size, is missing in the numerator. 5 Unfortunately, the technique of meta-analysis cannot be applied, at present time, to such effects because the distribution of dis based on a sampling of people, whereas the statistics of techniques such as ARIMA are based on the distribution of a sampling of observations in the time domain regardless of the size of the people sample involved (i.e., there is no way to compare a sample of 100 points in time with a sample of 100 people). That is, a sample of 100 points in time has the same degrees of freedom if it were based on an observation of 1 person or of 1,000 people. 258 KLUGER AND DENISI From the papers we reviewed, only 131 (5%) met the criteria for inclusion. We were concerned that, given the small percentage of usable papers, our conclusions might not fairly represent the larger body of relevant literature. Therefore, we analyzed all the major reasons to reject a paper from the meta-analysis, even though the decision to exclude a paper came at the first identification of a missing inclusion criterion. This analysis showed the presence of review articles, interventions of natural feedback removal, and papers that merely discuss feedback, which in turn suggests that the included studies represent 1015% of the empirical FI literature. However, this analysis also showed that approximately 37% of the papers we considered manipulated feedback without a control group and that 16% reported confounded treatments, that is, roughly two thirds of the empirical FI literature cannot shed light on the question of FI effects on performance—a fact that requires attention from future FI researchers. Of the usable 131 papers (see references with asterisks), 607 effect sizes were extracted. These effects were based on 12,652 participants and 23,663 observations (reflecting multiple observations per participant). The average sample size per effect was 39 participants. The distribution of the effect sizes is presented in Figure 1. The weighted mean (weighted by sample size) of this distribution is 0.41, suggesting that, on average, FI has a moderate positive effect on performance. However, over 38% of the effects were negative (see Figure 1). The weighted variance of this distribution is 0.97, whereas the estimate of the sampling error variance is only 0.09. A potential problem in meta-analyses is a violation of the assumption of independence. Such a violation occurs either when multiple observations are taken from the same study (Rosenthal, 1984) or when several papers are authored by the same person (Wolf, 1986). In the present investigation, there were 91 effects derived from the laboratory experiments reported by Mikulincer (e.g., 1988a, 1988b). This raises the possibility that the average effect size is biased, because his studies manipulated extreme negative FIs and used similar tasks. In fact, the weighted average d in Mikulincer's studies was —0.39; whereas in the remainder of the
5,126 citations
TL;DR: Constructive alignment as discussed by the authors is a marriage of the two thrusts, constructivism being used as a framework to guide decision-making at all stages in instructional design: in deriving curriculum objectives in terms of performances that represent a suitably high cognitive level, in deciding teaching/learning activities judged to elicit those performances, and to assess and summatively report student performance.
Abstract: Two lines of thinking are becoming increasingly important in higher educational practice. The first derives from constructivist learning theory, and the second from the instructional design literature. Constructivism comprises a family of theories but all have in common the centrality of the learner's activities in creating meaning. These and related ideas have important implications for teaching and assessment. Instructional designers for their part have emphasised alignment between the objectives of a course or unit and the targets for assessing student performance. “Constructive alignment” represents a marriage of the two thrusts, constructivism being used as a framework to guide decision-making at all stages in instructional design: in deriving curriculum objectives in terms of performances that represent a suitably high cognitive level, in deciding teaching/learning activities judged to elicit those performances, and to assess and summatively report student performance. The “performances of understanding” nominated in the objectives are thus used to systematically align the teaching methods and the assessment. The process is illustrated with reference to a professional development unit in educational psychology for teachers, but the model may be generalized to most units or programs in higher education.
2,786 citations
TL;DR: This article proposes an alternative framework to account for individual differences in attained professional development, as well as many aspects of age-related decline, based on the assumption that acquisition of expert performance requires engagement in deliberate practice and that continued deliberate practice is necessary for maintenance of many types of professional performance.
Abstract: The factors that cause large individual differences in professional achievement are only partially understood. Nobody becomes an outstanding professional without experience, but extensive experience does not invariably lead people to become experts. When individuals are first introduced to a professional domain after completing their education, they are often overwhelmed and rely on help from others to accomplish their responsibilities. After months or years of experience, they attain an acceptable level of proficiency and are able to work independently. Although everyone in a given domain tends to improve with experience initially, some develop faster than others and continue to improve during ensuing years. These individuals are eventually recognized as experts and masters. In contrast, most professionals reach a stable, average level of performance within a relatively short time frame and maintain this mediocre status for the rest of their careers. The nature of the individual differences that cause the large variability in attained performance is still debated. The most common explanation is that achievement in a given domain is limited by innate factors that cannot be changed through experience and training; hence, limits of attainable performance are determined by one’s basic endowments, such as abilities, mental capacities, and innate talents. Educators with this widely held view of professional development have focused on identifying and selecting students who possess the necessary innate talents that would allow them to reach expert levels with adequate experience. Therefore, the best schools and professional organizations nearly always rely on extensive testing and interviews to find the most talented applicants. This general view also explains age-related declines in professional achievement in terms of the inevitable reductions in general abilities and capacities believed to result from aging. In this article, I propose an alternative framework to account for individual differences in attained professional development, as well as many aspects of age-related decline. This framework is based on the assumption that acquisition of expert performance requires engagement in deliberate practice and that continued deliberate practice is necessary for maintenance of many types of professional performance. In order to contrast this alternative framework with the traditional view, I first describe the account based on innate talent. I then provide a brief review of the evidence on deliberate practice in the acquisition of expert performance in several performance domains, including music, chess, and sports. Finally, I review evidence from the acquisition and maintenance of expert performance in medicine and examine the role of deliberate practice in this domain.
2,492 citations
08 Apr 2014
TL;DR: Experiential learning theory (ELT) as discussed by the authors provides a holistic model of the learning process and a multilinear model of adult development, both of which are consistent with what we know about how people learn, grow, and develop.
Abstract: Experiential learning theory (ELT) provides a holistic model of the learning process and a multilinear model of adult development, both of which are consistent with what we know about how people learn, grow, and develop. The theory is called experiential learning to emphasize the central role that experience plays in the learning process, an emphasis that distinguishes ELT from other learning theories. The term experiential is used therefore to differentiate ELT both from cognitive learning theories, which emphasize cognition over affect, and behavioral learning theories, which deny any role for subjective experience in the learning process. Another reason the theory is called experiential is its intellectual origins in the experiential works of Dewey, Lewin, and Piaget. Taken together Dewey's philosophical pragmatism, Lewin's social psychology, and Piaget's cognitive-developmental genetic epistemology form a unique perspective on learning and development. Many of the studies in higher education use ELT and the LSI as a framework for educational innovation.
1,868 citations
McGill University1, University of Groningen2, Uniformed Services University of the Health Sciences3, Accreditation Council for Graduate Medical Education4, University of New South Wales5, Australian National University6, Royal College of Physicians and Surgeons of Canada7, McMaster University8, University of Dundee9, American Board of Internal Medicine10, Johns Hopkins University11, University of Toronto12, University of Sheffield13, University of Western Ontario14, University of Ottawa15
TL;DR: The evolution of CBME from the outcomes movement in the 20th century to a renewed approach that, focused on accountability and curricular outcomes and organized around competencies, promotes greater learner-centredness and de-emphasizes time-based curricular design is described.
Abstract: Although competency-based medical education (CBME) has attracted renewed interest in recent years among educators and policy-makers in the health care professions, there is little agreement on many aspects of this paradigm. We convened a unique partnership – the International CBME Collaborators – to examine conceptual issues and current debates in CBME. We engaged in a multi-stage group process and held a consensus conference with the aim of reviewing the scholarly literature of competency-based medical education, identifying controversies in need of clarification, proposing definitions and concepts that could be useful to educators across many jurisdictions, and exploring future directions for this approach to preparing health professionals. In this paper, we describe the evolution of CBME from the outcomes movement in the 20th century to a renewed approach that, focused on accountability and curricular outcomes and organized around competencies, promotes greater learner-centredness and de-emphasizes time-based curricular design. In this paradigm, competence and related terms are redefined to emphasize their multi-dimensional, dynamic, developmental, and contextual nature. CBME therefore has significant implications for the planning of medical curricula and will have an important impact in reshaping the enterprise of medical education. We elaborate on this emerging CBME approach and its related concepts, and invite medical educators everywhere to enter into further dialogue about the promise and the potential perils of competency-based medical curricula for the 21st century.
1,683 citations