ArticleCureus2025
An Interventional Study to Evaluate the Effect of Communication Skill Training and Its Perception Among Second-Year Undergraduate Medical Students.
Article in Cureus, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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.
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.
Who cites it
0 citing papers in PubMed.
No citing paper in PubMed yet.
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
6 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Background Communication is a core competency in medical education, directly influencing patient trust, diagnosis, and adherence. Structured training interventions are recommended, but evidence from undergraduate cohorts in India remains limited. The objective of this study is to evaluate the effectiveness of structured communication skill training and explore students' perceptions regarding its importance in medical education. Materials and Methods A prospective educational interventional study was conducted among second-year undergraduate students at a tertiary care teaching hospital to evaluate the impact of structured communication skill training. Communication performance was assessed using the Kalamazoo Essential Elements Communication Checklist (KEECC) before and after training, in which all seven components were intact but sub-questions were reduced for objectivity. A post hoc expert review and content validity index confirmed tool validity. Students' perceptions toward communication skills were collected through an adapted questionnaire and analyzed for reliability and construct validity. The intervention consisted of scripted role plays demonstrating poor and effective communication. Data were analyzed using the Wilcoxon signed-rank and paired t-tests, with reliability (Cronbach's alpha), factor analysis, and effect sizes (Cohen's d and w) calculated. Results Of 92 eligible students, 79 (85.9%) completed the study. The mean KEECC score improved significantly from 3.04 to 7.36 out of 10 post-training (Z=-7.728, p<0.0001). All seven communication domains showed significant gains (p<0.001 each), with large effect sizes for building relationships (d=1.54), gathering information (d=1.36), reaching agreement (d=1.18), and providing closure (d=1.04). Perception analysis revealed a strong student endorsement: 75 (93.8%) agreed that communication skills build patient confidence, and 80 (100%) found the training effective. Factor analysis confirmed a unidimensional construct reflecting the perceived importance of communication skills. Conclusion Structured communication skill training significantly enhanced undergraduate medical students' communication performance at our institute, with robust improvements across all domains. Moreover, students strongly recognized the importance and effectiveness of communication skill training.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
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.