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Communication skills assessment in the final postgraduate years to established practice: a systematic review
  1. Amy E Gillis1,
  2. Marie C Morris2,
  3. Paul F Ridgway2,3
  1. 1Department of Surgery, Tallaght Hospital, Tallaght, Dublin, Ireland
  2. 2Education Division, School of Medicine, University of Dublin, Trinity College, Dublin, Ireland
  3. 3Department of Surgery, University of Dublin, Trinity College, Tallaght Hospital Campus, Dublin, Ireland
  1. Correspondence to AE Gillis, Rm 1.36 Trinity Centre for Health Sciences, Tallaght Hospital, Dublin 24 Ireland; agillis{at}tcd.ie

Abstract

Introduction Communication breakdown is a factor in the majority of all instances of medical error. Despite the importance, a relative paucity of time is invested in communication skills in postgraduate curricula. Our objective is to systematically review the literature to identify the current tools used to assess communication skills in postgraduate trainees in the latter 2 years of training and in established practice.

Methods Two reviewers independently reviewed the literature identifying communication skill assessment tools, for postgraduate trainees in the latter 2 years of training and in established practice following Preferred Reporting Items for Systematic Reviews and Meta-Analyses framework, and inclusion/exclusion criteria from January 1990 to 15 August 2014. Databases: PubMed/CINAHL/ERIC/EMBASE/PsycInfo/Psyc Articles/Cochrane.

Results 222 articles were identified; after review, 34 articles fulfilled criteria for complete evaluation; the majority (26) had a high level of evidence scoring 3 or greater on the Best Evidence Medical Education guide. 22 articles used objective structured clinical examination/standardised patient (SP)-based formats in an assessment or training capacity. Evaluation tools included author-developed questionnaires and validated tools. Nineteen articles demonstrated an educational initiative.

Conclusions The reviewed literature is heterogeneous for objectives and measurement techniques for communication. Observed interactions, with patients or SPs, is the current favoured method of evaluation using author-developed questionnaires. The role of self-evaluation of skill level is questioned. The need for a validated assessment tool for communication skills is highlighted.

Keywords
  • assessment
  • independent practice
  • postgraduate

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