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首页> 外文期刊>BMC Medical Education >Integrating 360° behavior-orientated feedback in communication skills training for medical undergraduates: concept, acceptance and students’ self-ratings of communication competence
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Integrating 360° behavior-orientated feedback in communication skills training for medical undergraduates: concept, acceptance and students’ self-ratings of communication competence

机译:将360°行为导向的反馈整合到医学生的沟通技能培训中:概念,接受度和学生对沟通能力的自我评价

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Background Feedback is considered a key didactic element in medical education, especially for teaching of communication skills. This study investigates the impact of a best evidence-based practice feedback concept within the context of communication skills training (CST). We evaluate this concept for acceptance and changes in students self-ratings of communication competence. Methods Our CST integrating feedback process comprises a short theoretical introduction presenting standards for good communication and a constructive 360° feedback from three perspectives: feedback from peers, from standardized patients (SPs), and from a trainer. Feed-forward process was facilitated for documenting suggestions for improvements based on observable behaviors to maximize learning benefits. Our CST was applied to four groups of eight or nine students. We assessed the data on students’ acceptance using a 6-point scale ranging from very good (1) to poor (6), applied a forced choice question to rank didactic items, and assessed changes in student’ self-ratings of their communication competence on a 10-cm visual analogue scale (VAS). Results Thirty-four medical undergraduates (82?% female, 18?% male) in their first clinical year, with an average age of 21.4?years (SD?=?1.0), participated in the new training. The concept achieved high acceptance from good to very good: overall impression ( M =?1.56), sufficient interaction for discussion ( M =?1.15), and constructive learning atmosphere ( M =?1.18). Specific elements, such as practical training with SPs ( M =?1.18) and feedback by SPs ( M =?1.12), showed highest acceptance. The forced choice ranking placed all feedback elements at the top of the list (feedback (FB) by SPs, rank 2; FB by trainer, rank 3; FB by colleagues, rank 4), whereas theoretical elements were at the bottom (theoretical introduction, rank 7; memory card, rank 9). Overall, student self-ratings of communication competence significantly improved in nine of the ten communication items assessed by VAS and showed a pre-post effect size of ES =?0.74 on a global rating. Conclusions This study demonstrates that the training concept based on 360° behavioral feedback was well accepted and generated significant changes in student self-ratings of their communication competence. Further research is needed to determine the effects on objective communication performance.
机译:背景反馈被认为是医学教育中的关键教学要素,尤其是在交流技能教学中。这项研究调查了最佳的循证实践反馈概念在沟通技能培训(CST)的背景下的影响。我们评估此概念的接受程度和学生对沟通能力自我评价的改变。方法我们的CST集成反馈过程包括简短的理论介绍,提出了良好沟通的标准,并从三个角度提出了建设性的360°反馈:同行,标准患者(SP)和培训师的反馈。前馈过程有助于根据可观察的行为记录改进建议,从而最大程度地提高学习效益。我们的CST应用于四组,每组八个或九个学生。我们使用从非常好(1)到很差(6)的6分制来评估学生的接受程度数据,应用强迫选择问题对教学项目进行排名,并评估学生对他们的沟通能力的自我评价的变化以10厘米的视觉模拟比例(VAS)。结果34名医学本科生在其临床第一年参加了新的培训,平均年龄为21.4岁(SD = 1.0),其中女性为82%,男性为18%。从良好到非常好,该概念得到了高度认可:总体印象(M = 1.56),足够的讨论互动(M = 1.15)和建设性的学习氛围(M = 1.18)。接受SP的实际培训(M =?1.18)和SP的反馈(M =?1.12)等特定要素显示出最高的接受度。强制选择排名将所有反馈元素放在列表的顶部(SP的反馈(FB),排名2;培训师的FB,排名3;同事的FB,排名4),而理论元素在列表的底部(理论介绍) ,排名7;存储卡,排名9)。总体而言,通过VAS评估的十个交流项目中的九个,学生对交流能力的自我评价得到了显着提高,并且在全球评价中显示出ES = 0.74的事前效应大小。结论这项研究表明,基于360°行为反馈的培训概念已被广泛接受,并且对学生的沟通能力自我评价产生了重大变化。需要进一步研究以确定对客观交流绩效的影响。

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