Evidence map›Paper›PMID 40469956›Full record

ArticleGMS journal for medical education2025

Evaluation of skills lab communication training in a bachelor's programme in psychology based on communicative self-efficacy.

Maren Menzel, Swetlana Philipp, Katrin Schulz, Thomas Fankhänel, Sabine Rehmer, Susanne Hardecker, Dorothea Portius, Sara Ramminger, Ulrike Zergiebel, Maximilian Schochow and 6 more

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Article in GMS journal for medical education, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.

0numbers the graph read from it
0cells of the map it votes in
1citing papers in PubMed
–field-weighted citation impact
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

1 citing paper in PubMed.

  1. Article
4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

16 authors.

Maren MenzelSRH University of Applied Science Heidelberg, Campus Gera, Gera, Germany.
Swetlana PhilippUniversity Hospital Jena, Institute for Psychosocial Medicine, Psychotherapy and Psychooncology, Jena, Germany.
Katrin SchulzSRH University of Applied Science Heidelberg, Campus Gera, Gera, Germany.
Thomas FankhänelSRH University of Applied Science Heidelberg, Campus Gera, Gera, Germany.
Sabine RehmerSRH University of Applied Science Heidelberg, Campus Gera, Gera, Germany.
Susanne HardeckerSRH University of Applied Science Heidelberg, Campus Gera, Gera, Germany.
Dorothea PortiusSRH University of Applied Science Heidelberg, Campus Gera, Gera, Germany.
Sara RammingerSRH University of Applied Science Heidelberg, Campus Gera, Gera, Germany.
Ulrike ZergiebelSRH University of Applied Science Heidelberg, Campus Gera, Gera, Germany.
Maximilian SchochowSRH University of Applied Science Heidelberg, Campus Gera, Gera, Germany.
Hiltraut ParidonSRH University of Applied Science Heidelberg, Campus Gera, Gera, Germany.
Sylvia SängerSRH University of Applied Science Heidelberg, Campus Gera, Gera, Germany.
Anja TrummerSRH University of Applied Science Heidelberg, Campus Gera, Gera, Germany.
Alexander ErnstSRH University of Applied Science Heidelberg, Campus Gera, Gera, Germany.
Sandra MeuselSRH University of Applied Science Heidelberg, Campus Gera, Gera, Germany.
Katharina WickSRH University of Applied Science Heidelberg, Campus Gera, Gera, Germany.

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

Aim: The aim of this study is to test and evaluate a one-time communication training session. Methods: The focus of the evaluation is on the self-assessed communicative self-efficacy (SE-12) of students in the undergraduate degree programme in psychology before and after completing the communication training in the skills lab, during which simulated patients were used. The communication training was also evaluated by the students, and both positive feedback and suggestions for improvement were recorded. To do this, a quantitative study with a quasi-experimental design and a retrospective pre-post measurement (then-test) was conducted. The sample consists of 16 students in the undergraduate psychology programme at the SRH University of Applied Sciences Campus Gera (age: Results: The results show that students who completed the communication training report significantly higher communicative self-efficacy than prior to the communication training (t(15)=-6.04, p<.001, d=.75). Furthermore, the students rated the communication training positively. Conclusion: From the results, it can be concluded that simulation-based communication training can positively influence psychology students' communicative self-efficacy and that they rate the training positively. Communication training can be viewed as an important means to implement the mandated teaching of professionally relevant skills to psychology students in order to prepare them for professional participation in the labour market.

Indexed as

CommunicationPsychologySelf EfficacyAdultCurriculumEducational MeasurementFemaleHumansMaleRetrospective StudiesStudentsYoung Adultcommunication trainingcommunicative self-efficacypractice-based studiessimulated patientssimulation-based trainingskills lab

Identifiers

PMID40469956
PMCPMC12131499

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Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.