Evaluation of Consultation Skills Course in Medical Education
Author Information
Author(s): Alexia Papageorgiou, Susan Miles, Michelle Fromage, Julie Kemmy, Sam J Leinster
Primary Institution: Norwich Medical School, University of East Anglia
Hypothesis
Does a longitudinal consultation skills course improve medical students' perceptions of their teaching and learning experiences?
Conclusion
The study suggests that a longitudinal approach to teaching consultation skills enhances learning and student confidence.
Supporting Evidence
- Students rated Tutor Facilitation most favourably.
- All years noted increased confidence through practice.
- Students identified key skills learned, such as structuring consultations and patient-centredness.
Takeaway
The study found that teaching medical students how to talk to patients over several years helps them feel more confident and learn important skills.
Methodology
A structured questionnaire was used to collect student views across five years of a medical program.
Potential Biases
Potential bias due to the presence of tutors during feedback collection.
Limitations
The study's cross-sectional design limits the ability to track individual student progress over time.
Participant Demographics
{"total_students":639,"gender_distribution":{"male":34,"female":66},"age_mean":23.93,"previous_health_professional":13}
Statistical Information
P-Value
p<0.001
Statistical Significance
p<0.001
Digital Object Identifier (DOI)
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