PubMed · 11489112
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R K McKinley, R C Fraser. 2001. CeMENT: a multidisciplinary teaching programme.. https://doi.org/10.1046/j.1365-2923.2001.1014a.x
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This research analyzes the psychometric properties of a 34-item doctor-patient relational communication scale adapted from its survey research form [Commun Monogr 1987;54:307] for use as an observational instrument to rate doctor-patient interaction. Relational communication determines the affective "tone" of interpersonal communication, and is handled mostly through nonverbal channels. Relational communication provides the framework in which the content of a doctor-patient exchange, such as symptom reports by the patient, is interpreted and acted upon. The relational communication scale was adapted for use by three trained observers each of whom rated 20 videotaped interactions between medical students and standardized patients. Results indicate fair to excellent internal consistency, inter-rater reliability, inter-rater agreement, and construct validity for four of the six relational communication subscales. The scale is practical to administer and would lend itself for use in formative evaluation of medical student and physician communication skills.
Following the growing commitment to teach communication skills in health care, a project was designed to identify a group of Health Professionals with a responsibility for teaching communication skills in Health Care. This group would have their communication skills assessed, using positive feedback, and attend workshops to improve both their communication and teaching skills. Four key tutors were recruited to the study and were each asked to identify a further three tutors, in their own geographical area, to form a "cell". This sample of 16 tutors remained constant throughout the study. Skills were monitored by the assessment of audio-taped interviews, one made prior to the first workshop and two others at agreed intervals. Written feedback was given on the first interview, plus the option of verbal feedback on a skills study day. Written feedback was given on subsequent interviews. Changes in skills were monitored and baseline skills compared to previous skills training. The results show, with two exceptions, that there appears to be a link between baseline skills and previous training in communication skills. For three "cells", there are gains in overall scores from first to third interview, but for the fourth "cell", which had high baseline scores, there was only minimal change. The work suggests, that for those who teach Communication in Health Care, training is a pre-requisite. Further work is required in this area.
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