gms | German Medical Science

Introduction: Communication skills can be improved by specific training (CST). Up to now, it is unclear, whether the didactic element of a structured and behavioral orientated feedback is responsible for this improvement.

1.

Does a structured feedback improve communication skills of medical students?

2.

Who benefits most from an innovative training course?

Methods: 66 medical students participated in a research orientated CST after informed consent. All were randomized in a training as usual (control group CG) and a training with optimized feedback (intervention group IG).CG focused on practice and experience, whereas IG integrated a precise behavioral feedback from actor patients, feedback from peers who were asked to fill out an observational questionnaire and a summary of the trainer with recommendations for improvement. All students had a pre and post assessment with standardized patients (SP), which were videotaped. Blinded raters rated these videos by using a checklist known from other RCT. Selfevaluation and evaluation by SP was assessed. Additionally, questionnaires about self competence were handed out pre and post. Manova is calculated to compare differences between training and control group for significant changes. Subanalysis was processed to research subgroups who benefitted most.

Results:

1.

The IG shows middle to big size effects analyzing objective video ratings. 5 out of 7 cluster of communication skills became significant comparing pre and post assessment. Comparing IG and CG was not advisable, because randomization has not worked. Using multitrait-multimethod, we can show that self evaluation and evaluation by SP became more congruent.

2.

Low performer improved significantly more than high performer. More results will be presented by the time of the conference.

Discussion: This study provides information about a didactic concept of how communication skills can be taught. It can trigger discussion of how to optimize teaching methods in communication skills.