ArticleGMS Zeitschrift fur medizinische Ausbildung2015
Desire and reality--teaching and assessing communicative competencies in undergraduate medical education in German-speaking Europe--a survey.
Article in GMS Zeitschrift fur medizinische Ausbildung, 2015. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 24 papers.
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Who cites it
24 citing papers in PubMed.
- Which teaching method is more effective in a communication course - role-playing versus simulated patients, taught by tutors or faculty staff? A randomized trial.GMS journal for medical education · 2021Trial
- The effect of video-assisted oral feedback versus oral feedback on surgical communicative competences in undergraduate training.European journal of trauma and emergency surgery : official publication of the European Trauma Society · 2017Trial
- Article
- Quality of Communication Between Professors and University Students in the Process of Learning.Brazilian dental journal · 2024Article
- "Powerful placebo": A teaching and learning concept addressing placebo and nocebo effects in competency-based communication training.GMS journal for medical education · 2024Article
- Infection prevention in medical education - results of a descriptive cross-sectional study in Germany.GMS journal for medical education · 2024Article
- Promoting rational antibiotic therapy among high antibiotic prescribers in German primary care-study protocol of the ElektRA 4-arm cluster-randomized controlled trial.Implementation science : IS · 2022Article
- Awareness about barriers to medication adherence in cardiovascular patients and strategies used in clinical practice by Portuguese clinicians: a nationwide study.International journal of clinical pharmacy · 2021Review
- Communicative and social competence in the medical curriculum of the Medical University of Innsbruck: learning objectives, content, and teaching methods.GMS journal for medical education · 2021Article
- Communication skills training in undergraduate medical education at Charité - Universitätsmedizin Berlin.GMS journal for medical education · 2021Article
- The Longitudinal Communication Curriculum at Leipzig University, Medical Faculty - implementation and first experiences.GMS journal for medical education · 2021Article
- WIPAKOGMS journal for medical education · 2021Article
- Development and testing of a summative video-based e-examination in relation to an OSCE for measuring communication-related factual and procedural knowledge of medical students.GMS journal for medical education · 2021Article
- Doctor-patient communication during the Corona crisis - web-based interactions and structured feedback from standardized patients at the University of Basel and the LMU Munich.GMS journal for medical education · 2021Article
- COMSKIL: a communication skills training program for medical students.GMS journal for medical education · 2021Article
- Communication as teaching content of veterinary studies - a joint position paper from the DVG specialist group "communication and didactics" and the GMA veterinary medicine committee.GMS journal for medical education · 2021Article
- Communication skills supervisors' monitoring of history-taking performance: an observational study on how doctors and non-doctors use cues to prepare feedback.BMC medical education · 2020Observational
- Feedback in medical education - a workshop report with practical examples and recommendations.GMS journal for medical education · 2020Article
- How can communicative competence instruction in medical studies be improved through digitalization?GMS journal for medical education · 2020Article
- How do Swiss medical schools prepare their students to become good communicators in their future professional careers: a questionnaire and interview study involving medical graduates, teachers and curriculum coordinators.BMC medical education · 2018Article
Corrections and comments
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Authors and funding
12 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
objectivesIncreasingly, communicative competencies are becoming a permanent feature of training and assessment in German-speaking medical schools (n=43; Germany, Austria, Switzerland - "D-A-CH"). In support of further curricular development of communicative competencies, the survey by the "Communicative and Social Competencies" (KusK) committee of the German Society for Medical Education (GMA) systematically appraises the scope of and form in which teaching and assessment take place.
methodsThe iterative online questionnaire, developed in cooperation with KusK, comprises 70 questions regarding instruction (n=14), assessment (n=48), local conditions (n=5), with three fields for further remarks. Per location, two to three individuals who were familiar with the respective institute's curriculum were invited to take part in the survey.
resultsThirty-nine medical schools (40 degree programmes) took part in the survey. Communicative competencies are taught in all of the programmes. Ten degree programmes have a longitudinal curriculum for communicative competencies; 25 programmes offer this in part. Sixteen of the 40 programmes use the Basler Consensus Statement for orientation. In over 80% of the degree programmes, communicative competencies are taught in the second and third year of studies. Almost all of the programmes work with simulated patients (n=38) and feedback (n=37). Exams are exclusively summative (n=11), exclusively formative (n=3), or both summative and formative (n=16) and usually take place in the fifth or sixth year of studies (n=22 and n=20). Apart from written examinations (n=15) and presentations (n=9), practical examinations are primarily administered (OSCE, n=31); WPA (n=8), usually with self-developed scales (OSCE, n=19). With regards to the examiners' training and the manner of results-reporting to the students, there is a high variance.
conclusionsInstruction in communicative competencies has been implemented at all 39 of the participating medical schools. For the most part, communicative competencies instruction in the D-A-C-H region takes place in small groups and is tested using the OSCE. The challenges for further curricular development lie in the expansion of feedback, the critical evaluation of appropriate assessment strategies, and in the quality assurance of exams.
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