ArticleAdvances in medical education and practice2015
Teaching pediatric communication skills to medical students.
Article in Advances in medical education and practice, 2015. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 8 papers.
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Who cites it
8 citing papers in PubMed.
- Validation of clinical simulation scenarios for the teaching of soft skills in child-centered care.BMC medical education · 2024Article
- Preparing for Pediatrics: Experiential Learning Helps Medical Students Prepare for Their Clinical Placement.Frontiers in pediatrics · 2022Article
- Improving Staff Knowledge and Attitudes Toward Providing Psychosocial Support to NICU Parents Through an Online Education Course.Advances in neonatal care : official journal of the National Association of Neonatal Nurses · 2019Article
- Practical tips for teaching academic integrity in the digital age.MedEdPublish (2016) · 2019Article
- Measuring empathy in pediatrics: validation of the Visual CARE measure.BMC pediatrics · 2018Article
- Communication skills in pediatrics - the relationship between pediatrician and child.Medicine · 2017Article
- Scenario-based teaching in undergraduate medical education.Advances in medical education and practice · 2017Article
- How should pediatric communication skills be taught? The medical student perspective.Advances in medical education and practice · 2017Article
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Authors and funding
6 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundDelivering effective clinical pediatric communication skills training to undergraduate medical students is a distinct and important challenge. Pediatric-specific communication skills teaching is complex and under-researched. We report on the development of a scenario-based pediatric clinical communication skills program as well as students' assessment of this module.
methodsWe designed a pediatric clinical communication skills program and delivered it five times during one academic year via small-group teaching. Students were asked to score the workshop in eight domains (learning objectives, complexity, interest, competencies, confidence, tutors, feedback, and discussion) using 5-point Likert scales, along with free text comments that were grouped and analyzed thematically, identifying both the strengths of the workshop and changes suggested to improve future delivery.
resultsTwo hundred and twenty-one of 275 (80%) student feedback forms were returned. Ninety-six percent of students' comments were positive or very positive, highlighting themes such as the timing of teaching, relevance, group sizes, and the use of actors, tutors, and clinical scenarios.
conclusionScenario-based teaching of clinical communication skills is positively received by students. Studies need to demonstrate an impact on practice, performance, development, and sustainability of communications training.
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Registered trials
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