Improved clinical communication OSCE scores after simulation-based training: Results of a comparative study
Simulation-based training (SBT) is increasingly used to teach clinical patient-doctor communication skills (CS) to medical students. However, the long-lasting impact of this training has been poorly studied. In this observational study we included all fourth-year undergraduate medical students from...
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| description | Simulation-based training (SBT) is increasingly used to teach clinical patient-doctor communication skills (CS) to medical students. However, the long-lasting impact of this training has been poorly studied.
In this observational study we included all fourth-year undergraduate medical students from a French medical school who undertook a CS objective structured clinical examination (OSCE) and who answered a post-examination survey. OSCE scores and students' feedback were compared by whether students had received a specific CS-SBT or not 12 months prior to the OSCE.
A total of 173 students were included in the study. Of them, 97 (56%) had followed the CS-SBT before the OSCE. Students who had undergone CS-SBT had significantly higher CS-OSCE scores in the multivariate analysis compared to untrained students (mean score 7.5/10 ±1.1 vs. 7.0/10 ±1.6, respectively, Cohen's d = 0.4, p |
| doi_str_mv | 10.1371/journal.pone.0238542 |
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In this observational study we included all fourth-year undergraduate medical students from a French medical school who undertook a CS objective structured clinical examination (OSCE) and who answered a post-examination survey. OSCE scores and students' feedback were compared by whether students had received a specific CS-SBT or not 12 months prior to the OSCE.
A total of 173 students were included in the study. Of them, 97 (56%) had followed the CS-SBT before the OSCE. Students who had undergone CS-SBT had significantly higher CS-OSCE scores in the multivariate analysis compared to untrained students (mean score 7.5/10 ±1.1 vs. 7.0/10 ±1.6, respectively, Cohen's d = 0.4, p<0.01). They also tended to experience less nervousness during the OSCE (p = 0.09) and increased motivation to further train in "real-life" internships (p = 0.08). However, they overall expressed a general lack of CS in therapeutic patient education, delivering bad news, and disclosing medical errors.
Fourth-year medical students who benefited from a CS-SBT 12 months before examination displayed higher CS-OSCE scores than their counterparts.
These results support the early introduction of practical training to improve communication skills in undergraduate medical curricula. Studies are required to assess the sustainability of this improvement over time and its effect on further real doctor-patient communication.</description><identifier>ISSN: 1932-6203</identifier><identifier>EISSN: 1932-6203</identifier><identifier>DOI: 10.1371/journal.pone.0238542</identifier><identifier>PMID: 32886733</identifier><language>eng</language><publisher>United States: Public Library of Science</publisher><subject>Biology and Life Sciences ; Clinical Competence ; Clinical medicine ; College campuses ; Communication ; Communication skills ; Comparative studies ; Curricula ; Educational Measurement ; Feedback ; Female ; Humans ; Likert scale ; Male ; Management ; Medical communication ; Medical schools ; Medical students ; Medicine and Health Sciences ; Motivation ; Multivariate analysis ; Patient satisfaction ; Patient Simulation ; Patients ; People and Places ; Physical Examination - methods ; Physician-Patient Relations ; Public speaking ; Role playing ; Simulation ; Simulation Training - methods ; Skills ; Social aspects ; Social Sciences ; Students ; Students, Medical ; Supervision ; Sustainability ; Teaching ; Technology application ; Training</subject><ispartof>PloS one, 2020-09, Vol.15 (9), p.e0238542-e0238542</ispartof><rights>COPYRIGHT 2020 Public Library of Science</rights><rights>2020 Nuzzo et al. This is an open access article distributed under the terms of the Creative Commons Attribution License: http://creativecommons.org/licenses/by/4.0/ (the “License”), which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited. Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License.</rights><rights>2020 Nuzzo et al 2020 Nuzzo et al</rights><lds50>peer_reviewed</lds50><oa>free_for_read</oa><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c692t-646194b3e25989c4c6105d7654afcd54f62392ab574ba6972dcbfdc05c0332c43</citedby><cites>FETCH-LOGICAL-c692t-646194b3e25989c4c6105d7654afcd54f62392ab574ba6972dcbfdc05c0332c43</cites><orcidid>0000-0002-9721-777X ; 0000-0002-8952-7620</orcidid></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://www.ncbi.nlm.nih.gov/pmc/articles/PMC7473530/pdf/$$EPDF$$P50$$Gpubmedcentral$$Hfree_for_read</linktopdf><linktohtml>$$Uhttps://www.ncbi.nlm.nih.gov/pmc/articles/PMC7473530/$$EHTML$$P50$$Gpubmedcentral$$Hfree_for_read</linktohtml><link.rule.ids>230,314,723,776,780,860,881,2096,2915,23845,27901,27902,53766,53768,79342,79343</link.rule.ids><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/32886733$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><creatorcontrib>Nuzzo, Alexandre</creatorcontrib><creatorcontrib>Tran-Dinh, Alexy</creatorcontrib><creatorcontrib>Courbebaisse, Marie</creatorcontrib><creatorcontrib>Peyre, Hugo</creatorcontrib><creatorcontrib>Plaisance, Patrick</creatorcontrib><creatorcontrib>Matet, Alexandre</creatorcontrib><creatorcontrib>Ranque, Brigitte</creatorcontrib><creatorcontrib>Faye, Albert</creatorcontrib><creatorcontrib>de Lastours, Victoire</creatorcontrib><creatorcontrib>University of Paris OSCE and SBT groups</creatorcontrib><creatorcontrib>on behalf of the University of Paris OSCE and SBT groups</creatorcontrib><title>Improved clinical communication OSCE scores after simulation-based training: Results of a comparative study</title><title>PloS one</title><addtitle>PLoS One</addtitle><description>Simulation-based training (SBT) is increasingly used to teach clinical patient-doctor communication skills (CS) to medical students. However, the long-lasting impact of this training has been poorly studied.
In this observational study we included all fourth-year undergraduate medical students from a French medical school who undertook a CS objective structured clinical examination (OSCE) and who answered a post-examination survey. OSCE scores and students' feedback were compared by whether students had received a specific CS-SBT or not 12 months prior to the OSCE.
A total of 173 students were included in the study. Of them, 97 (56%) had followed the CS-SBT before the OSCE. Students who had undergone CS-SBT had significantly higher CS-OSCE scores in the multivariate analysis compared to untrained students (mean score 7.5/10 ±1.1 vs. 7.0/10 ±1.6, respectively, Cohen's d = 0.4, p<0.01). They also tended to experience less nervousness during the OSCE (p = 0.09) and increased motivation to further train in "real-life" internships (p = 0.08). However, they overall expressed a general lack of CS in therapeutic patient education, delivering bad news, and disclosing medical errors.
Fourth-year medical students who benefited from a CS-SBT 12 months before examination displayed higher CS-OSCE scores than their counterparts.
These results support the early introduction of practical training to improve communication skills in undergraduate medical curricula. Studies are required to assess the sustainability of this improvement over time and its effect on further real doctor-patient communication.</description><subject>Biology and Life Sciences</subject><subject>Clinical Competence</subject><subject>Clinical medicine</subject><subject>College campuses</subject><subject>Communication</subject><subject>Communication skills</subject><subject>Comparative studies</subject><subject>Curricula</subject><subject>Educational Measurement</subject><subject>Feedback</subject><subject>Female</subject><subject>Humans</subject><subject>Likert scale</subject><subject>Male</subject><subject>Management</subject><subject>Medical communication</subject><subject>Medical schools</subject><subject>Medical students</subject><subject>Medicine and Health Sciences</subject><subject>Motivation</subject><subject>Multivariate analysis</subject><subject>Patient satisfaction</subject><subject>Patient Simulation</subject><subject>Patients</subject><subject>People and Places</subject><subject>Physical Examination - 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Academic</collection><collection>PubMed Central (Full Participant titles)</collection><collection>DOAJ Directory of Open Access Journals</collection><jtitle>PloS one</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Nuzzo, Alexandre</au><au>Tran-Dinh, Alexy</au><au>Courbebaisse, Marie</au><au>Peyre, Hugo</au><au>Plaisance, Patrick</au><au>Matet, Alexandre</au><au>Ranque, Brigitte</au><au>Faye, Albert</au><au>de Lastours, Victoire</au><aucorp>University of Paris OSCE and SBT groups</aucorp><aucorp>on behalf of the University of Paris OSCE and SBT groups</aucorp><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>Improved clinical communication OSCE scores after simulation-based training: Results of a comparative study</atitle><jtitle>PloS one</jtitle><addtitle>PLoS One</addtitle><date>2020-09-04</date><risdate>2020</risdate><volume>15</volume><issue>9</issue><spage>e0238542</spage><epage>e0238542</epage><pages>e0238542-e0238542</pages><issn>1932-6203</issn><eissn>1932-6203</eissn><abstract>Simulation-based training (SBT) is increasingly used to teach clinical patient-doctor communication skills (CS) to medical students. However, the long-lasting impact of this training has been poorly studied.
In this observational study we included all fourth-year undergraduate medical students from a French medical school who undertook a CS objective structured clinical examination (OSCE) and who answered a post-examination survey. OSCE scores and students' feedback were compared by whether students had received a specific CS-SBT or not 12 months prior to the OSCE.
A total of 173 students were included in the study. Of them, 97 (56%) had followed the CS-SBT before the OSCE. Students who had undergone CS-SBT had significantly higher CS-OSCE scores in the multivariate analysis compared to untrained students (mean score 7.5/10 ±1.1 vs. 7.0/10 ±1.6, respectively, Cohen's d = 0.4, p<0.01). They also tended to experience less nervousness during the OSCE (p = 0.09) and increased motivation to further train in "real-life" internships (p = 0.08). However, they overall expressed a general lack of CS in therapeutic patient education, delivering bad news, and disclosing medical errors.
Fourth-year medical students who benefited from a CS-SBT 12 months before examination displayed higher CS-OSCE scores than their counterparts.
These results support the early introduction of practical training to improve communication skills in undergraduate medical curricula. Studies are required to assess the sustainability of this improvement over time and its effect on further real doctor-patient communication.</abstract><cop>United States</cop><pub>Public Library of Science</pub><pmid>32886733</pmid><doi>10.1371/journal.pone.0238542</doi><tpages>e0238542</tpages><orcidid>https://orcid.org/0000-0002-9721-777X</orcidid><orcidid>https://orcid.org/0000-0002-8952-7620</orcidid><oa>free_for_read</oa></addata></record> |
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| issn | 1932-6203 1932-6203 |
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| source | MEDLINE; DOAJ Directory of Open Access Journals; EZB-FREE-00999 freely available EZB journals; PubMed Central; Free Full-Text Journals in Chemistry; Public Library of Science (PLoS) |
| subjects | Biology and Life Sciences Clinical Competence Clinical medicine College campuses Communication Communication skills Comparative studies Curricula Educational Measurement Feedback Female Humans Likert scale Male Management Medical communication Medical schools Medical students Medicine and Health Sciences Motivation Multivariate analysis Patient satisfaction Patient Simulation Patients People and Places Physical Examination - methods Physician-Patient Relations Public speaking Role playing Simulation Simulation Training - methods Skills Social aspects Social Sciences Students Students, Medical Supervision Sustainability Teaching Technology application Training |
| title | Improved clinical communication OSCE scores after simulation-based training: Results of a comparative study |
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