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Teaching medical interviewing to patients: the other side of the encounter.

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Title: Teaching medical interviewing to patients: the other side of the encounter.
Authors: Dwamena FC (AUTHOR), Mavis B (AUTHOR), Holmes-Rovner M (AUTHOR), Walsh KB (AUTHOR), Loyson AC (AUTHOR)
Source: Patient Education & Counseling. Sep2009, Vol. 76 Issue 3, p380-384. 5p.
Abstract: OBJECTIVES: This paper describes the development and pilot testing of a communication skills curriculum based on medical student curriculum and modified for use with patients. METHODS: Six key concepts from our introductory medical education communication skills curriculum were identified. The core knowledge and skills related to these concepts were reorganized into six modules, including presentation materials, handouts and active learning components. The curriculum was pilot tested with three independent groups of non-medical participants, representing a broad cross-section of the community. RESULTS: Participants reported a high level of satisfaction; over 80% found the program helpful for learning new information and skills, and 92% for working with their physicians. Over 90% would recommend the program to others. Participant self-assessments revealed the greatest change in knowledge of medical interviewing. Skill changes were greatest in expressing emotion and efficiently telling the medical story. The pilot tests also highlighted the importance of other issues related to recruitment and health literacy. CONCLUSIONS: This project demonstrates that key concepts underlying doctor-patient communications can be simplified and repackaged for use from the patient's perspective. PRACTICE IMPLICATIONS: Similar curricula can empower patients from all walks of life to better communicate with their health care providers and enhance their healthcare experience. [ABSTRACT FROM AUTHOR]
Copyright of Patient Education & Counseling is the property of Elsevier B.V. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
FullText Text:
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PubType: Academic Journal
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  Data: Teaching medical interviewing to patients: the other side of the encounter.
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  Data: <searchLink fieldCode="AR" term="%22Dwamena+FC%22">Dwamena FC</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Mavis+B%22">Mavis B</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Holmes-Rovner+M%22">Holmes-Rovner M</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Walsh+KB%22">Walsh KB</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Loyson+AC%22">Loyson AC</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Patient+Education+%26+Counseling%22">Patient Education & Counseling</searchLink>. Sep2009, Vol. 76 Issue 3, p380-384. 5p.
– Name: Abstract
  Label: Abstract
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  Data: OBJECTIVES: This paper describes the development and pilot testing of a communication skills curriculum based on medical student curriculum and modified for use with patients. METHODS: Six key concepts from our introductory medical education communication skills curriculum were identified. The core knowledge and skills related to these concepts were reorganized into six modules, including presentation materials, handouts and active learning components. The curriculum was pilot tested with three independent groups of non-medical participants, representing a broad cross-section of the community. RESULTS: Participants reported a high level of satisfaction; over 80% found the program helpful for learning new information and skills, and 92% for working with their physicians. Over 90% would recommend the program to others. Participant self-assessments revealed the greatest change in knowledge of medical interviewing. Skill changes were greatest in expressing emotion and efficiently telling the medical story. The pilot tests also highlighted the importance of other issues related to recruitment and health literacy. CONCLUSIONS: This project demonstrates that key concepts underlying doctor-patient communications can be simplified and repackaged for use from the patient's perspective. PRACTICE IMPLICATIONS: Similar curricula can empower patients from all walks of life to better communicate with their health care providers and enhance their healthcare experience. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Patient Education & Counseling is the property of Elsevier B.V. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=105223322
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