Efficacy of an online communication skill training intervention on genetic counseling students’ performance during standardized patient sessions

Abstract

ObjectiveTo examine the efficacy of a brief, online intervention designed to enhance genetic counseling students’ patient-centered communication. MethodsGenetic counseling students and recent graduates were randomized to two groups following a baseline standardized patient (SP) session: (1) immediate intervention exposure, which consisted of five modules that taught patient-centered communication skills followed by a second SP session, or (2) delayed intervention exposure following completion of the second session. Sessions were coded using the Roter Interaction Analysis System. Short-term efficacy was assessed by comparing communication during the second session between the delayed and immediate intervention exposure groups. Longer-term efficacy was assessed by comparing communication during a third session approximately five weeks later. ResultsDuring the second session, students in the immediate intervention exposure group (n = 18) used more emotionally responsive statements and were more likely to use teach-back than those in the delayed intervention exposure group (n = 23). Students’ emotionally responsive statements decreased among the immediate intervention exposure group during the third session. ConclusionExposure to the intervention was associated with multiple, positive changes to students’ patient-centered communication behavior. Practice implicationsThese time- and resource-efficient modules may be beneficial as an introduction to communication skills training or a supplement to existing training.