دورية أكاديمية
Skills in Clinical Communication: Are We Correctly Assessing Them at Undergraduate Level?
| العنوان: | Skills in Clinical Communication: Are We Correctly Assessing Them at Undergraduate Level? |
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| اللغة: | English |
| المؤلفون: | Zamora Cervantes, Alberto, Carrión Ribas, Carme, Cordón Granados, Ferran, Galí Pla, Bibiana, Balló Peña, Elisabet, Quesada Sabate, Miquel, Grau Martin, Armand, Castro Guardiola, Antoni, Torrent Goñi, Silvia, Vargas Vila, Susanna, Vilert Garrofa, Esther, Subirats Bayego, Enric, Coll de Tuero, Gabriel, Muñoz Ortiz, Laura, Cerezo Goyeneche, Carlos, Torán Monserrat, Pere |
| المصدر: | Journal of Technology and Science Education. 2014 4(2):89-100. |
| الإتاحة: | Journal of Technology and Science Education. ESEIAAT, Department of Projectes d'Enginyeria c/Colom 11, 08222 Terrassa, Spain. e-mail: info@jotse.org; e-mail: info@omniascience.com; Web site: http://www.jotse.org/index.php/jotseTest |
| تمت مراجعته من قبل الزملاء: | Y |
| Page Count: | 12 |
| تاريخ النشر: | 2014 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| الواصفات: | Communication Skills, Undergraduate Students, Problem Based Learning, Correlation, Self Evaluation (Individuals), Medical Education, Statistical Analysis, Qualitative Research, Foreign Countries, Student Evaluation, Summative Evaluation, Formative Evaluation, Peer Evaluation, Feedback (Response) |
| مصطلحات جغرافية: | Spain |
| تدمد: | 2014-5349 |
| مستخلص: | Traditional learning and assessment systems are overwhelmed when it comes to addressing the complex and multi-dimensional problems of clinical communication and professional practice. This paper shows results of a training program in clinical communication under Problem Based Learning (PBL) methodology and correlation between student self-assessment and teachers' assessment. This involves a qualitative-quantitative cross-sectional study in usual practice in the 2nd year of the degree in Medicine. Teaching methodology is PBL, including 15 associate professors and 90 students. Educational tools for learning: PBL cases and seminars (video recorded, theoretical-practical lectures). Assessment tools: Tutorials on those cases worked on PBL (40%), knowledge test (30%), assessment of a case with PBL methodology (20%) and video recording report (10%). Communication skills are evidenced by CICCA-D scale (Connect-Understand-Identify-Agree-Help-Decision). Variables: academic performance, score on CICCA-D and academic methodological assessment. The analysis is carried out using descriptive statistics, calculating the intra-class correlation coefficients and weighted Kappa index with quadratic weights. 92.2% of students passed the course on the first round. In a range between 0 and 34 points students' self-assessment scored 13 (SD ± 5) points and teachers' 16 (SD ±7). A weak (21%-41%) or poor (< 20%) correlation was obtained between teachers and students for all questions on CICCA-D. The authors suggest a summative assessment using different instruments and techniques to assess clinical communication skills from the first year onwards, and highlight the key role of self-assessment, peer assessment and the use of video recording techniques along with feedback in formative assessment. |
| Abstractor: | As Provided |
| Number of References: | 43 |
| Entry Date: | 2017 |
| رقم الانضمام: | EJ1135433 |
| قاعدة البيانات: | ERIC |
| تدمد: | 2014-5349 |
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