Assessment Of Interpersonal Skills Research Articles

Effectiveness of Using a Self-Directed Learning Program to Teach Physical Examination and Health Assessment Skills: A Quasi-Experimental Study.

Conducting health assessments and physical examinations are essential skills for independent practice. Exploring how to teach these skills effectively is essential. This study was designed to validate the effectiveness of a self-directed learning program in improving nursing student outcomes in terms of their learning health assessment and physical examination skills. A quasi-experimental design was used, and second-year nursing students enrolled in a health assessment and physical examination course at a university of science and technology in central Taiwan were recruited using purposive sampling. Both the control and experimental groups were taught using a traditional teaching method. The experimental group additionally participated in a self-directed learning program. Structured questionnaires, including the Chinese version of the Self-Directed Learning Readiness Scale, Scales of Motivation and Learning Strategies, Interpersonal Skills Assessment Tool, the Course Satisfaction Evaluation Scale, and the Perception of Health Assessment and Physical Examination Competence Scale, were used to collect data at three time points. After controlling for the effects of pretest scores, after the intervention, the experimental group achieved significantly higher scores than the control group for self-directed learning (creative learning and love of learning), learning motivation (goal orientation, work value, expected success, and test anxiety), and cognitive strategies (total score, elaboration strategy, recitation strategy, and monitoring strategy). In addition, the health assessment exercise improved interpersonal and communication skills, and learning satisfaction was significantly higher in the experimental group than the control group. A physical examination and health assessment course designed using the self-directed learning framework can effectively improve student competence in related skills to enhance their ability to assess patient health problems in clinical settings. This study presents an alternative approach to teaching health assessment and physical examination courses and validates the positive effect of this approach on student learning outcomes.

The chemistry between us: Illuminating complementarity patterns in interpersonal role-play assessment via moment-to-moment analyses.

In assessment and selection, organizations often include interpersonal interactions because they provide insights into candidates' interpersonal skills. These skills are then typically assessed via one-shot, retrospective assessor ratings. Unfortunately, the assessment of interpersonal skills at such a trait-like level fails to capture the richness of how the interaction unfolds at the behavioral exchange level within a role-play assessment. This study uses the lens of interpersonal complementarity theory to advance our understanding of interpersonal dynamics in role-play assessment and their effects on assessor ratings. Ninety-six MBA students participated in four different flash role-plays as part of diagnosing their strengths and weaknesses. Apart from gathering assessor ratings and criterion measures, coders also conducted a fine-grained examination of how the behavior of the two interaction partners (i.e., MBA students and role-players) unfolded at the moment-to-moment level via the Continuous Assessment of Interpersonal Dynamics (CAID) measurement tool. In all role-plays, candidates consistently showed mutual adaptations in line with complementarity principles: Affiliative behavior led to affiliative behavior, whereas dominant behavior resulted in docile, following behavior and vice versa. For affiliation, mutual influence also occurred in that both interaction partners' temporal trends in affiliation were entrained over time. Complementarity patterns were significantly related to ratings of in situ (role-playing) assessors but not to ratings of ex situ (remote) assessors. The effect of complementarity on validity was mixed. Overall, this study highlights the importance of going beyond overall ratings to capture behavioral contingencies such as complementarity patterns in interpersonal role-play assessment. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Trends in nursing feedback for emergency medicine residents: A mixed-methods survey analysis of national practices.

Feedback is critical for physician development. Multisource feedback is especially important in a team-based specialty such as emergency medicine (EM) and is required by the Accreditation Council for Graduate Medical Education. Nursing assessments provide a unique perspective, but little is known about the current national patterns of their collection and use in EM. We surveyed EM program directors using a mixed-methods approach to explore the use of nursing assessment of EM residents. Descriptive data were reported as absolute numbers and percentages. An adjunct analysis of free-text responses was done using the framework method. The response rate for our survey was 63% (190 responses), of which 84% currently collect nursing feedback. Respondents from 94% of programs agreed that nursing feedback is useful in assessing professionalism and respondents from 92% of programs agreed that nursing feedback is useful in assessing communication and interpersonal skills, while 44% agreed that it is useful in informing resident medical knowledge. Forty-two percent reported that nursing feedback did not directly influence residents' progression through their training, while 2% indicated that such feedback played a significant role in leading to dismissal or probation. The majority of programs (64%) that do not collect feedback from nurses have done so in the past and hope to do so in the future. Qualitative analysis revealed themes of logistic challenges with data collection, concern regarding quality of feedback, and retributive or gender-disparate feedback. Nursing assessments of EM residents were collected by most responding programs and majority of those who do not collect them presently wish to do so in the future. They were considered particularly useful in the assessment of interpersonal skills, communication, and professionalism. However, lack of uniform methods for collecting assessment that meaningfully informs resident development and progression represents a challenge and direction for future inquiry.

Generation Stress Effecting Students’ Interpersonal Skills at Elementary Level

The research was designed to assess the level of stress and interpersonal skills of students at higher education level. Further to measure the effect of stress indicators on students’ interpersonal skills. Research was of descriptive-correlational style. The population of the study was based on 9132 social sciences university students (session 2018). 724 students contributed in the data collection. Stress indicators assessment scale based on five sub scales (sleep, behavioral, emotional, personal and physical indicators) having 65 items and interpersonal skills assessment scale (60 items) were used to collect data. It was found that stress and interpersonal skills among young students was at moderate level. The study indicated that the stress effect 31. 9% on the interpersonal skills. Further sleep disorder, behavior, Emotions, Physical and personal indicator had 9. 6%, 21. 7%, 25. 6%, 26. 3% and 21. 6% effect on students’ interpersonal skills respectively. It is recommended for the educational institutions to encourage the social and community service programs to reduce stress and improve interpersonal skills among students.Key Words: generation stress, interpersonal skills, sleep indicators, behavioral indicators, emotional indicators, personal indicators and physical indicators

Évaluation multicentrique de la reproductibilité et de la validité d’un carnet d’évaluation des compétences professionnelles des internes de médecine interne

IntroductionThough several assessment tools for resident professional skills based on workplace direct observation have been validated, they remain scarcely used in France. The objective of this study was to evaluate the reliability and the validity of a workbook including several assessment forms for different components of the professional competency. MethodsThree assessment forms have been tested over a period of 6 months in a multicentric study including 12 French internal medicine departments: the French version of the mini-CEX, an interpersonal skills assessment form (OD_CR) and the multisource feedback form (E_360). Reliability has been assess using the intra-class correlation coefficient (ICC) and the Cronbach alpha coefficient. Arguments for validity have been provided looking at the ability of the forms to detect an increase in the scores over time and according to the level of experience of the resident. ResultsTwenty-five residents have been included. The Cronbach alpha was of 0.90 (n=70) with the mini-CEX, 0.89 with the OD_CR (n=62) and 0.77 with the E_360 (n=86). ICC showed a wide variation according to the items of the mini-CEX and the OD-CR probably due to the poor number of observations performed by residents. The scores of most of the items of these two forms increased between M1 and M6. The scores of the E_360 were high: 7.3±0.8 to 8.3±2.4 (maximum 9) and did not vary according to the level of experience. ConclusionThis study suggest that it would be difficult to ensure a sufficient reliability for professional skills assessment using these tools given our available current human and material resources. However, these assessment forms could be added to the resident portfolio as supports for the debriefing in order to document their progression during their formation.

Interpersonal Skills Among Fourth- and Fifth-Year Medical Students

The aim of this study was to validate a French version of the standardized patient satisfaction questionnaire (SPSQ), an interpersonal skills assessment form, originally published in English, destined to be completed by SPs and used as a validated tool for the evaluation of communication skills of French medical students, during ambulatory care consultations. During the academic year, fourth- and fifth-year medical students participated in mock ambulatory care consultations. The French SPSQ was completed by 16 SPs who performed scenarios written by professors of medicine. Validity evidence for test content, response process, internal structure, and relation to other variables was determined by calculating the Cronbach α coefficient, the Loevinger H index (response coherence), intraclass coefficients, the differences between fourth- and fifth-year students and by using item correlations as well as the correlation with an independent validated assessment form. G theory was used to identify the sources of variations in the mean of SPSQ. Four hundred thirty-three students were evaluated for a period of 2 months and participated in a total of 1703 mock consultations. The Cronbach α coefficient (0.94) was superior to that of the English SPSQ. The Loevinger H index was good ranging from 0.65 to 0.70. The reproducibility among external observers (intraclass correlation coefficient = 0.67) and between external observers and the SPs (intraclass correlation coefficient = 0.79 and 0.78, respectively) was satisfactory. Results of the French SPSQ were positively and significantly correlated to the scores obtained via an independent, validated, questionnaire (R = 0.72) and showed a significant difference between fourth- and fifth-year students' scores (P < 0.0001). G coefficients were estimated at 0.64 and 0.52 for year 4 and year 5, respectively. Validity evidence supports the use of French-version SPSQ scores to screen for students experiencing difficulty with communication.

Interpersonal Skills in MBA Admissions: How Are They Conceptualized and Assessed?

Employers and students concur that soft skills or interpersonal skills are critical to managerial success, yet we know little about how MBA program admissions professionals conceptualize and assess these skills in the context of global management education. Such practices have key implications for interpersonal skills curriculum and training in MBA programs around the globe. A survey of 182 MBA admissions professionals from 24 countries revealed surprising agreement in how interpersonal skills were conceptualized, and suggest interpersonal skills and soft skills are not synonymous. Results also indicated that only 30% of U.S. and international MBA programs use specific criteria to assess applicants’ interpersonal skills, with the remainder using nonspecific criteria or no assessment method. We discuss the need for more rigorous assessment of interpersonal skills in MBA admissions, closer coordination between admissions officers and curriculum developers, and tighter alignment between interpersonal skills assessment and MBA curriculum and learning outcomes.

Increasing objectivity in the assessment of interpersonal skills and attitude

The concept of failure to fail has become more widely discussed in paramedic practice over recent years; however, it has been observed that on occasion mentors and managers experience challenges around the non-practical components of paramedic practice. Consideration has been given to identifying those elements of practice which can be more challenging to encapsulate, with the aim of providing objective feedback and where necessary set pass/fail standards. A non-practical skills matrix has been developed for consideration by those responsible for the development of ambulance staff and students. The proposal encourages qualities of the burgeoning concept of distributive leadership, incorporates elements of the document Towards a New Model of Leadership for the NHS ( Department of Health (DH), 2013a ), and having been mindful of the NHS response to the failings of Mid-Staffordshire and the findings of both Lord Francis’ and the Health Ombudsman ( Parliamentary and Health Service Ombudsman, 2011 ; DH, 2013b ), it responsibly aims to aid in the implementation of aspects of the recommendations capturing the current drive towards improved demonstrable compassion in UK care delivery.

Mechanisms that support the assessment of interpersonal skills

In many health professions, experienced practitioners assess students’ or inexperienced practitioners’ clinical skills but do not formally or explicitly rate their interpersonal skills, even though it is often suggested that failing or struggling students have poor interpersonal skills. The Interpersonal Skills Profile (ISP) has been widely used in UK health care programmes. The tool allows assessors to select five statements from a list, which they feel reflect the student’s achievement. These are usually graded from fail to excellent.Using a Realistic Evaluation approach this study examined how the ISP was used to assess interpersonal skills in a university pre-registration nursing programme. The use of the ISP was investigated through interviews with clinical nursing mentors, practice education facilitators and education champions as well as a documentary analysis of student assessment booklets. The findings led to the development of three middle range theories which may be useful in other contexts. These focus on: 1) overt assessment of interpersonal skills, 2) providing support to mentors and 3) feedback and ‘feeding-forward’ to students.

Mechanisms that support the assessment of interpersonal skills

In many health professions, experienced practitioners assess students’ or inexperienced practitioners’ clinical skills but do not formally or explicitly rate their interpersonal skills, even though it is often suggested that failing or struggling students have poor interpersonal skills. The Interpersonal Skills Profile (ISP) has been widely used in UK health care programmes. The tool allows assessors to select five statements from a list, which they feel reflect the student’s achievement. These are usually graded from fail to excellent. Using a Realistic Evaluation approach this study examined how the ISP was used to assess interpersonal skills in a university pre-registration nursing programme. The use of the ISP was investigated through interviews with clinical nursing mentors, practice education facilitators and education champions as well as a documentary analysis of student assessment booklets. The findings led to the development of three middle range theories which may be useful in other contexts. These focus on: 1) overt assessment of interpersonal skills, 2) providing support to mentors and 3) feedback and ‘feeding-forward’ to students.

Assessment of interpersonal skills in obese women with binge eating disorder

Based upon interpersonal theory that suggests an association between binge eating disorder (BED) and interpersonal problems, the present study examined empathy and other social skills of obese women with BED. The findings showed that five social skills were statistically associated with the chance of presenting BED. Obese women with less assertiveness, lower ability to express feelings, lower capacity to deal with strangers, lower ability to understand the perspective of others, and with higher levels of distress in interpersonal situations had a higher probability of presenting the diagnosis of BED. These results highlight an association between social skills deficits and BED.

The validity of interpersonal skills assessment via situational judgment tests for predicting academic success and job performance.

This study provides conceptual and empirical arguments why an assessment of applicants' procedural knowledge about interpersonal behavior via a video-based situational judgment test might be valid for academic and postacademic success criteria. Four cohorts of medical students (N = 723) were followed from admission to employment. Procedural knowledge about interpersonal behavior at the time of admission was valid for both internship performance (7 years later) and job performance (9 years later) and showed incremental validity over cognitive factors. Mediation analyses supported the conceptual link between procedural knowledge about interpersonal behavior, translating that knowledge into actual interpersonal behavior in internships, and showing that behavior on the job. Implications for theory and practice are discussed.

Medical School Application Interview Score Has Limited Predictive Validity for Performance on a Fourth Year Clinical Practice Examination

: Data supporting the predictive validity of the medical school admission interview are mixed. This study tested the hypothesis that the admission interview is predictive of interpersonal interactions between medical students and standardized patients. : We determined correlations between admission interview scores and performance on a senior-year Clinical Practice Examination piloting US National Board of Medical Examiners stations. We also completed regression analyses controlling for undergraduate academic performance, gender and ethnicity. Outcome measures included an Interpersonal Skills score and a separate Overall Checklist performance score, completed by standardized patients. : The applicant interview had limited but statistically significant correlation with the Interpersonal Skills (r = 0.15; p < 0.05) score. The applicant interview had a correlation of 0.13 with the Overall Checklist score (p = .056). In linear regression models, the applicant interview had limited but statistically significant correlations with the Interpersonal Skills score and the Overall Checklist score. : As practiced at this medical school, the admission interview has limited predictive validity for future interactions with standardized patients. More comprehensive assessment of interpersonal skills during the medical school selection process will be needed in order to better select matriculants with desirable interpersonal skills.

Phlebotomist interpersonal skill predicts a reduction in reactions among volunteer blood donors

Adverse reactions in response to blood donation negatively affect the likelihood of donor return. In this study, the interpersonal skill of phlebotomists was examined as a potential predictor of both donor reactions and returns for future donation. Participants were 82 phlebotomists who completed the Social Skills Inventory, a global measure of interpersonal skill. Scores on this measure were used to predict the likelihood of donor reaction (rated by phlebotomists) and return for future donation in two samples of volunteer blood donors associated with these phlebotomists. Use of two samples permitted examination of phlebotomist interpersonal skill as a predictor of donor reactions and returns both before and after the phlebotomists were aware of the interpersonal skills assessment. Results of multilevel logistic regression analyses demonstrated that a one-standard-deviation increase in Social Skills Inventory score was associated with a significant reduction in the likelihood of donor reaction in the first sample (odds ratio [OR], 0.86; 95% confidence interval [CI], 0.76-0.96) and with a marginally significant reduction in the likelihood of donor reaction in the second sample (OR, 0.90; 95% CI, 0.79-1.02). Social Skills Inventory scores were not related to returns for future donation in either sample. This study provides the first empirical evidence that phlebotomist interpersonal skill predicts the experience of reactions among volunteer blood donors. A focus on the interpersonal skill of phlebotomists may therefore provide an additional avenue for improving donors' physical well-being and satisfaction, thereby enhancing donor retention.

The use of the nominal group technique as an evaluative tool in the teaching and summative assessment of the inter-personal skills of student mental health nurses

Nominal group technique is a semi-quantitative/qualitative evaluative methodology. It has been used in health care education for generating ideas to develop curricula and find solutions to problems in programme delivery. This paper aims to describe the use of nominal group technique and present the data from nominal group evaluations of a developing module which used novel approaches to the teaching and assessment of interpersonal skills. Evaluations took place over 3 years. Thirty-six students took part in annual groups. Analysis of the data produced the following themes based on items generated in the groups: role play, marking, course content, teaching style and user involvement. Findings indicate that students valued the role play, feedback from service users and emphasis on engagement and collaboration elements of the module. The areas which participants found difficult and desired change included anxiety during experiential practice, the "snap shot" nature of assessment and the use of specific interventions. Indications are also given regarding the impact of changes made by teaching staff over the 3 year evaluation period. The findings support themes within the existing literature on the teaching of interpersonal skills and may to some extent point the way toward best practice in this area. The paper discusses these findings and their implications for nurse education.

Validation of the doctor-patient communication component of the Educational Commission for Foreign Medical Graduates Clinical Skills Assessment.

The pivotal role of doctor-patient communication in effective health care delivery led the Educational Commission for Foreign Medical Graduates (ECFMG) to incorporate the assessment of interpersonal skills and spoken English proficiency into its Clinical Skills Assessment (CSA). Furthermore, it was decided that to pass the CSA, a candidate would need to meet or surpass defined performance standards for doctor-patient communication as a discrete component. This requirement, among others, is designed to ensure the readiness of graduates of foreign medical schools (FMGs) to enter postgraduate medical education programmes in the United States. The primary focus of this study was to determine the extent to which performance in a simulated testing environment is related to performance in the clinical setting. Nurses were trained to rate the communication skills of residents from the patient's perspective. A total of 43 first-year residents were evaluated. The survey ratings (n=225) were compared with the residents' CSA communication scores. Corrected correlations between CSA ratings and those obtained from nurses ranged from 0.61 to 0.73. This study provides evidence for the validity of the communication ratings provided by standardized patients. The reasonably strong associations between ratings obtained during testing and those obtained through observation of 'real' patient interactions suggest that external observers can provide accurate evaluations of doctor-patient communication.

Development and validation of the Guided Group Discussion Self-Estimate Inventory (GGD-SEI)

A 19-item self-report measure was designed to promote increased self-awareness of a group leader's perceived ability to facilitate guided small-group discussion. A factor analysis of responses from students about to embark on a micro-training course in guided group discussion(N = 154) yielded four factors that reflected subjects' belief in their ability to utilise specific group management skills. The scale had high internal reliability (a = 0.92). Initial validity estimates show that the instrument is (i) positively associated with an assessment of interpersonal skills, and (ii) minimally related to self-perceptions of locus of control, fear of negative evaluation, and estimates of self-esteem. The instrument, developed for use within education and training settings, provides a useful measure of guided small-group discussion self-efficacy.

Evaluation of video-based assessment in transit operator selection

The use of video testing is relatively new in personnel selection. Initial research has shown that the visual presentation of behaviorial incidents to job applicants may be a practical alternative to paper-and-pencil selection tests. Little research, however, has been conducted on the psychometric properties of video testing. To address this shortcoming in the personnel selection literature, this study reports the results of a validation study conducted on a video test for transit operators conducted in a large Canadian transit authority. The test, the Metro Seattle Video Test (MSVT), was designed to assess the interpersonal skills required of transit operators. The results show that, although content validation evidence was supportive, other psychometric evidence (i.e., reliability, criterion-related validation evidence, and construct-oriented validation evidence) is not consistent with an adequate selection test of interpersonal skills. Recommendations are made for future development and use of video testing in transit operator selection, as well as for improving the reliability and validity of video-based assessment of interpersonal skills.

The assessment of interpersonal skills using standardized patients

The assessment of interpersonal skills using standardized patients

The Assessment of Interpersonal Skills Using Standardized Patients

Cope, Dennis M.D.; SCHNABL, GAIL K.; HASSARD, THOMAS H.; KOPELOW, MURRAY L. Author Information