TY - JOUR
T1 - Impact of a communication skills audiovisual package on medical students' knowledge
AU - Saab, Bassem R.
AU - Usta, Jinan
AU - Major, Stella
AU - Antoun, Jumana
PY - 2009/10
Y1 - 2009/10
N2 - INTRODUCTION : Over the last decade more emphasis is being put on teaching communication skills (CS). Use of videos and role-play was suggested to improve CS. This article will present the impact of an audiovisual package on promoting the knowledge of medical students in CS. METHODS : Seventy-five second year medical students - distributed into eight groups led by four facilitators - critiqued a video clip immediately before and after the introduction of a communication skills audiovisual package. The skills taught included opening the interview, questioning, facilitation, clarification, reflection, confrontation, summarizing, and preparation of the patient for the physical exam. The students, also, role-played the reviewed scenario. The students' pre- and post-intervention responses were analyzed using a standardized grading form. RESULTS : There was a significant improvement in students' knowledge (p < 0.000) after the introduction of the intervention in all the CS taught except closed ended questioning. This improvement was consistent among the four facilitators. CONCLUSION : Reviewing video scenarios and role-playing improved the knowledge in core communication skills among second-year medical students assessed by a video-based written examination.
AB - INTRODUCTION : Over the last decade more emphasis is being put on teaching communication skills (CS). Use of videos and role-play was suggested to improve CS. This article will present the impact of an audiovisual package on promoting the knowledge of medical students in CS. METHODS : Seventy-five second year medical students - distributed into eight groups led by four facilitators - critiqued a video clip immediately before and after the introduction of a communication skills audiovisual package. The skills taught included opening the interview, questioning, facilitation, clarification, reflection, confrontation, summarizing, and preparation of the patient for the physical exam. The students, also, role-played the reviewed scenario. The students' pre- and post-intervention responses were analyzed using a standardized grading form. RESULTS : There was a significant improvement in students' knowledge (p < 0.000) after the introduction of the intervention in all the CS taught except closed ended questioning. This improvement was consistent among the four facilitators. CONCLUSION : Reviewing video scenarios and role-playing improved the knowledge in core communication skills among second-year medical students assessed by a video-based written examination.
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M3 - Article
C2 - 20027798
AN - SCOPUS:77957896565
SN - 0023-9852
VL - 57
SP - 226
EP - 230
JO - Journal Medical Libanais
JF - Journal Medical Libanais
IS - 4
ER -