Abstract
Interventions for improving medical students' interpersonal communication in medical consultations
Highlights
Description of the conditionThe importance of effective communication between clinicians and patients was highlighted in the Institute of Medicine’s Crossing the quality chasm report (Richardson 2001)
Interpersonal communication can be defined as communication that occurs from one individual to another, is non-mediated, and is shaped by the individual characteristics, social roles and relationships of the people involved (Hartley 1999)
Significant progress has been made in the development and evaluation of formal curricula for interpersonal communication in medicine (Aspegren 1999; Smith 2007)
Summary
The Kalamazoo Consensus drew upon five contemporary models for doctor-patient communication; namely the Bayer Institute for Health Care Communication E4 Model (Keller 1994), Three Function Model/Brown Interview Checklist (Cole 2013; Novack 1992), the Calgary-Cambridge Observation Guide (Kurtz 1998), patient-centered clinical method (Stewart 1995b), and the SEGUE Framework for teaching and assessing communication skills (Makoul 1998). In this review we will include all interventions for medical students that target the skills associated with what we have defined as interpersonal communication These skills are likely to include: the appropriate use of open and closed questions, active listening, picking up on verbal and nonverbal cues, facilitating patients’ responses, eliciting patients’ concerns, considering the patient’s ideas, concerns and expectations (gathering and understanding their perspective), working in partnership with the patient to explain and plan, and make shared decisions, maintaining structure of the consultation, clarifying and summarising information
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
