Teaching referral skills to medical students.

Victoria Bradley,T A Lasoye,Corinne Trim,Richard J W Phillips,Dan Lindfield,Benjamin C Whitelaw

doi:10.1186/s13104-015-1369-4

Abstract

BackgroundReferrals are an important and frequent part of a junior doctor’s work. Difficulty with making successful referrals is also very common. Despite this, training in referral skills is not routinely carried out in medical schools.ResultsWe designed and delivered a 1-h interactive lecture to final year medical students to teach referral skills. The lecture was delivered on six occasions to up to 70 students at each session. 191 students attended and provided evaluation. 68 % of students had no previous training in referral skills and 99 % felt that referral skills should be included in the undergraduate curriculum. 90 % reported that the lecture had improved their understanding of referral techniques and 83 and 80 % felt that the lecture had improved their ability and confidence, respectively.ConclusionsReferral skills can be successfully taught in a large group lecture setting. We recommend that the teaching of referral skills is incorporated into all medical schools’ curricula.

Highlights

Referrals are an important and frequent part of a junior doctor’s work
We describe and evaluate the effect of an intervention to meet this need by providing teaching for final year medical students on referral skills
Our faculty had previously delivered referral skills training with newly qualified doctors which had been performed in small group tutorials of no more than five participants

Summary

Introduction

Referrals are an important and frequent part of a junior doctor’s work. Difficulty with making successful referrals is very common. A recent survey of newly qualified doctors at a UK teaching hospital showed only 43 % (18/42) identified themselves as having received any previous training in how to make a referral [6]. We describe and evaluate the effect of an intervention to meet this need by providing teaching for final year medical students on referral skills. Our faculty had previously delivered referral skills training with newly qualified doctors which had been performed in small group tutorials of no more than five participants.

Results

Conclusion