Assessment Of Communication Skills Research Articles

Social competence in early childhood: An empirical validation of the SOCIAL model.

Social skills are the basis of human interactions and functioning in society. Social competence (SC) is thought to evolve gradually during childhood and adolescence via the interplay of multiple factors. In particular, the early years of life are marked by the emergence of basic social abilities and constitute the foundation for successful social development. The biopsychosocial SOcio-Cognitive Integration of Abilities modeL (SOCIAL) posits that internal (child-based), external (environment), and cognitive factors are critical to SC in the context of normal brain maturation; but this has yet to be shown empirically and comprehensively. This study tested the SOCIAL model in a sample of typically developing preschool children. Parents of 103 children (M=67.59months, SD=11.65) completed questionnaires and children underwent neuropsychological assessment of executive functioning (EF), communication skills and social cognition. Three-step hierarchical regression analyses (1) Internal factors, 2) External factors, 3) Cognitive factors) confirmed that each step of the regression model significantly predicted SC. In the final model, general cognitive and socio-cognitive factors significantly predicted SC above and beyond internal and external factors: children with lower temperamental negative affect and less parent-reported executive dysfunction, as well as better non-verbal communication and theory of mind had better SC. Our findings support the conceptual SOCIAL model, and highlight the importance of internal, external, and cognitive factors for SC in the preschool years. Identification of factors associated with early social development can inform both normative and clinical approaches to identifying intervention loci and optimizing SC in those at risk for maladaptive social functioning.

Model united nations (MUN): Learning method to enhance critical thinking skill and communication skill for high school students

The 21st Century learning focuses on 4Cs, so students’s target can have basic abilities. Current learning methods are less suitable with 4Cs skills in geography subjects. In addition, students are required to have global awareness. Learning methods that are suitable for improving students' critical thinking and communication skills are using Model united nations (MUN). This research is Analysis-Design-Development-Implementation-Evaluation (ADDIE) development model with data collection that is student need analysis, product validation, implementation validation, and audience validation. Data collection from 59 high school students found 60% of students needed the development of a fun learning method and 92% wanted MUN to be applied to learning. The results of the product validation gained a score of 97.58% and the results of the validation of the implementation got 95% and the results of the validation of the audience based on the critical thinking skills assessment got an average score of 82.58 and communication skills assessment got an average score of 84.45 with 31 students. Based on the results of the validation of the product development is considered very appropriate without revision. Thus, Model United Nations as a learning method is able to train and measure students' critical thinking skills and communication skills.

Added value of assessing medical students’ reflective writings in communication skills training: a longitudinal study in four academic centres

ObjectivesThis study describes the development and implementation of a model to assess students’ communication skills highlighting the use of reflective writing. We aimed to evaluate the usefulness of the students’...

The early communicative skills among a sample of Egyptian infants and toddlers

BackgroundThe development of early communicative skills has always been an area of interest in the medical field. Although the assessment of early communicative skills and its relation to language development is important, it is a deficient field of research among Egyptian children. Therefore the current work is aiming to explore the early communicative skills among a sample of infants and toddlers in Egypt and to develop an Arabic assessment tool for early communicative abilities. A cross-sectional study was carried on in the period between January 2015 and January 2018. The study developed an assessment tool for assessment of early communicative skills (Early Communicative Skills Assessment Checklist in Arabic (ECSAC)) and then examined these communicative abilities among a sample of normally developed 151 Egyptian infants and toddler [83 (55%) males and 68 (45%) females] aged between 6 and 24 months. Then, the normative data of development of the early communicative skills were determined for the children in the period from 6 to 12 months, 13 to 18 months, and 19 to 24 months.ResultsECSAC was a valid and reliable tool for assessment of early communicative skills among Egyptian children. The normal age of development of different early communicative skills was determined. Both sexes performed equally on the checklist.ConclusionECSAC is a valid and reliable assessment tool among Egyptian infants and toddler.

Inter-personal versus content: assessment of communication skills in Iraqi physicians

ObjectivesThe current study sought to evaluate the communication skills of Iraqi physicians from a patient perspective, differentiating between “interpersonal” and “content” components of communication. In the past century, the doctor–patient relationship has changed considerably, shifting from a paternalistic, physician-dominated approach to a more dynamic and patient-centered. In such a context, effective communication skills have become even more crucial for good medical practice and most accreditation organizations urge medical schools to teach and evaluate communication skills. MethodsA cross-sectional study was conducted at Baghdad Teaching Hospital's three major departments (Surgery, Medicine, Obs/ Gyne). The final sample included 270 participants. A factor analysis was performed and generated two dimensions ("interpersonal" and "content"). Statistical differences between the groups and between the two dimensions of the questionnaire were analysed through t-tests and ANOVA. In addition, a multiple linear regression model was used to study the effect of some variables on the dependent variable "communication". ResultsThe study showed a significant difference between “interpersonal” and “content” communication, with patients reporting higher satisfaction for the former. Reported satisfaction rates varied amongst the three departments with the Surgery specialty scoring significantly lower than the Medicine and the Obs/Gyne department. The duration of care under the current physician, a higher rank of specialty and the settings (inpatients versus outpatients) were positively and significantly associated with a higher quality of communication skills. ConclusionsThese findings have significant implications for training institutions.

An Objective Structured Clinical Examination of Communication Skills for Child Neurology Residents

BackgroundThe purpose of this study was to implement an objective structured clinical examination for child neurology trainees for formative feedback regarding communication skills. Effective communication skills are essential and teachable, but tools to formally assess them are limited. An objective structured clinical examination is one such tool, but these examinations have not been developed for child neurology residents. MethodsWe developed nine standardized scenarios that highlighted communication challenges commonly encountered in child neurology. Child neurology trainees participated in three objective structured clinical examination events with three scenarios each over three academic years. Standardized patients portrayed patients or their parents. Each trainee–standardized patient encounter was evaluated by an observing faculty member using a modified Gap-Kalamazoo Communication Skills Assessment Form, the standardized patient who provided direct feedback, and by the participating trainee. ResultsWe refined the process of case writing, standardized patient training, and trainee evaluation throughout the three-year pilot. Results indicated rater agreement ranging from 32% to 56%. Trainees reported that the cases were challenging and reflective of real life and that the experience helped improve their communication skills. ConclusionsAn objective structured clinical examination can provide a standardized setting for formative feedback regarding communication skills in child neurology residency programs. The communication challenges posed by common clinical scenarios involving critically ill children, children with undetermined prognosis, and the triad of parent, child, and physician can be realistically modeled in an objective structured clinical examination. We developed cases and a process that were valuable and that we plan to sustain for resident education related to communication skills.

Cross-cultural Adaptation, Reliability, and Validity of the Turkish Version of the Health Professionals Communication Skills Scale

The aim of this study is to evaluate the psychometric properties of the Turkish version of the Health Professionals Communication Skills Scale (HP-CSS). The HP-CSS was translated into Turkish following an international instrument translation guideline. A convenience sample of 394 health professionals participated in this study. Internal consistency reliability, content validity, test-retest reliability, and convergent validity were assessed. A confirmatory factor analysis was conducted to evaluate the construct validity. The Turkish version of HP-CSS comprised four factors (empathy, informative communication, respect, and social skill). The HP-CSS-TR demonstrated adequate internal consistency (Cronbach'sα values .72-.79). In terms of the content validity, the scale-level content validity index (CVI) was .94, and the item-level CVI ranged from .83 to 1.00. The HP-CSS-TR showed good test-retest reliability (intraclass correlation coefficients were above .82). No statistically significant difference was found between the applications. There was a good agreement between the HP-CSS-TR and communication skills inventory (CSI) scales. Confirmatory factor analysis results (χ2/df, GFI, AGFI, IFI, TLI, CFI, RMSEA, and SRMR) showed a good fit for the original four-factor model. Results showed that the Turkish version of the HP-CSS is a valid and reliable tool for the assessment of communication skills of health professionals in Turkey. The use of the HP-CSS-TR measure in clinical settings could be useful in enhancing the quality of care by identifying inadequacies and improving communication skills.

Impact of Teamwork and Communication Training Interventions on Safety Culture and Patient Safety in Emergency Departments: A Systematic Review.

This study aimed to narratively summarize the literature reporting on the effect of teamwork and communication training interventions on culture and patient safety in emergency department (ED) settings. We searched PubMed, EMBASE, Psych Info CINAHL, Cochrane, Science Citation Inc, the Web of Science, and Educational Resources Information Centre for peer-reviewed journal articles published from January 1, 1988, to June 8, 2018, that assessed teamwork and communication interventions focusing on how they influence patient safety in the ED. One additional search update was performed in July 2019. Sixteen studies were included from 8700 screened publications. The studies' design, interventions, and evaluation methods varied widely. The most impactful ED training interventions were End-of-Course Critique, Team Strategies and Tools to Enhance Performance and Patient Safety (TeamSTEPPS), and crisis resource management (CRM)-based training. Crisis resource management and TeamSTEPPS CRM-based training curriculum were used in most of the studies. Multiple tools, including the Kirkpatrick evaluation model, the Agency for Healthcare Research and Quality Hospital Survey on Patient Safety Culture, the TeamSTEPPS Teamwork Attitudes Questionnaire, the Safety Attitudes Questionnaire, and the Communication and Teamwork Skills Assessment, were used to assess the impact of such interventions. Improvements in one of the domains of safety culture and related domains were found in all studies. Four empirical studies established improvements in patient health outcomes that occurred after simulation CRM training (Kirkpatrick 4), but there was no effect on mortality. Overall, teamwork and communication training interventions improve the safety culture in ED settings and may positively affect patient outcome. The implementation of safety culture programs may be considered to reduce incidence of medical errors and adverse events.

Implementation of a peer review program using the validated DIET-COMMS tool to assess dietitians' communication skills in the workplace.

Communication is the main method used by dietitians to conduct their practice. Yet, few evidence-based tools are available to assess dietitians' communication skills to guide skill development. Further, workplace peer review programs for assessment of communication skills are not standard practice. DIET-COMMS is a validated tool to assess dietitians' communication skills in patient consultations. The aims of this study were to implement a workplace peer review program using the DIET-COMMS tool, assess dietitians' communication skills, evaluate inter-rater reliability and dietitian satisfaction. Single site study within Australian hospital dietetics department. Training for DIET-COMMS usage was undertaken with assessors (senior dietitians) and dietitians being assessed using an online training package and face-to-face group sessions. The peer review process consisted of two rounds, occurring four to six months apart. The first round was undertaken with two assessors to evaluate inter-rater reliability. An online survey was conducted to evaluate dietitian satisfaction. Seventeen dietitians completed the program. In the first round, 13 of 17 dietitians scored 76% to 100% on the DIET-COMMS tool (median=85%, interquartile range [IQR]=77-93). All dietitians scored 76-100% (median=98%, IQR=94-100) in the second round, with significantly higher scores compared to the first (98% vs 85%; P-value <.001). The intra-class correlation coefficient was 0.86 (95% confidence interval=0.64-0.95), indicating good-excellent inter-rater reliability. All dietitians reported the tool measured the nutrition care process adequately and was applicable to practice. The peer review program using DIET-COMMS was successfully implemented within a workplace environment. Widespread implementation of peer review programs using DIET-COMMS is recommended as a standard practice for the profession.

Assessing communication skills in student pharmacists—Psychometric validation of Global Communication Rubric

Assessing communication skills in student pharmacistsPsychometric validation of the Global Communication Rubric. ObjectiveThe objective of this study was to perform psychometric validation of the Global Communication (GC) rubric. MethodsThe GC rubric was developed and used for the past 10 years at the institution to assess level of communication skills in Objective Structured Clinical Examinations (OSCE) in the PharmD program. The rubric consisted of 6 questions with the scoring criteria of 0 (failure), 1 (needs improvement), 2 (satisfactory), and 3 (excellent). Data from GC rubric scores for Classes 2010 to 2020 (1,100 students) was used to perform psychometric validation by assessing the following properties: scale reliability; face, content, construct, and predictive validity; and responsiveness. ResultsInternal consistency reliability was acceptable at Cronbach’s alpha of 0.78. Construct validity showed that all six items loaded highly onto one component. Responsiveness was demonstrated using uptrend of the score improvement as the students advance in the curriculum from P1 to P3 levels. ConclusionThe result of this study confirmed reliability and validity of the GC rubric in evaluating communication skills of student pharmacists. Practice implicationsThe GC rubric is valuable in evaluating short encounters in an easy and expedited manner.

Designing and Psychometric Assessing of Physician-Patient Communication Skills Tool

Background: Assessment of physicians’ communication skills with patients is essential to ensure effective treatment. Achieving such a goal requires the use of a valid, native, and culturally-based tool. This study aimed to design a physician-patient communication skills assessment tool and evaluate its validity and reliability among the medical students of Guilan University of Medical Sciences, Rasht City, Iran. Methods: In this cross-sectional, descriptive, and analytical study, out of 400 medical students (interns), 300 were selected by a stratified random sampling method. The initial tool with 30 items was evaluated by calculating the item impact index in the target group. Also, its ratio and content validity indexes were assessed by 10 experts’ views and factor analysis. The reliability of the research tool was confirmed by assessing the internal consistency by calculating the Cronbach alpha value. Results: Out of the 30 initial items, after calculating the item impact score index of higher than 1.5, the content validity ratio greater than 0.51, the content validity index higher than 0.79, and exploratory factor analysis,18 items remained and were considered suitable for the physician-patient communication skills assessment tool. Then, these variables were loaded considering the amount of special value greater than 1 under four factors. The reliability of the research tool was confirmed by calculating the Cronbach alpha coefficient of 0.92. The instrument was also confirmed by confirmatory factor analysis regarding its appropriate fitness indices. This study provided a proper and native instrument with 18 valid and reliable items for the assessment of physician-patient communication skills in medical students. Conclusion: The results of this study could be of interest to researchers in evaluating physician-patient communication skills in other medical sciences universities of Iran.

Evaluation of teamwork in operating rooms in a Tunisian university hospital

Abstract Background Teamwork is fundamental to ensuring the quality of care and patient safety in operating rooms. It has been shown that the occurrence of adverse events is closely linked to a poor quality of teamwork in these settings. Thus, this study aimed to assess teamwork in different operating rooms of the university hospital of Sahloul Sousse (Tunisia). Methods It is a descriptive cross-sectional study with convenience sampling, conducted in operating rooms of the university hospital of Sahloul Sousse (Tunisia) between February and April 2018. The measuring instrument was the validated observation grid 'Communication and Teamwork Skills Assessment Tool (CATS) '. Teamwork is assessed through 4 domains (Situation awareness, Coordination, Communication, Cooperation). Behaviors are marked in rows each time they occur and are rated for quality in columns labeled “Observed and Good,” “Variation in Quality” (meaning incomplete or of variable quality), and “Expected but not Observed.” Results A total of 51 interventions were observed. Good coordination between the team members was noted, as well as good cooperation within the teams. A variation of quality level of communication with the patient was noted in 31.4% of cases, also communication about the context, the situation and recommendation among caregivers is not quite good with a percentage of 39.2%. Moreover, the work environment was rated as good in 84.3% of cases. Conclusions Some failures in teamwork were noted, hence it is important to take corrective measures for better practice and better patient management in such a complex environment, the operating rooms, where there is a strong need for team coordination. Key messages There is a direct relationship between the quality of care and the effectiveness of teamwork. It is necessary to eliminate the barriers to communication, in order to prevent adverse events.

University of North Dakota School of Medicine and Health Sciences.

University of North Dakota School of Medicine and Health Sciences.

Quality of Communication Life in People with Aphasia: Implications for Intervention.

Background and Aims:The main goals were to determine the effectiveness of two commonly used communication-related Quality of Life (QoCL) measures, and the impact of aphasia-related factors on quality of life (QoL) and QoCL in persons with aphasia (PWAs).Method:Twenty-one PWAs ranging from 47 to 91 years of age with post-onset periods of 2 months to 14 years were tested using standardized and criterion-measure tools to assess their language and cognitive functions, QoL, and QoCL. Additionally, participants completed a demographics questionnaire, which also included information on their stroke and the kinds of therapies they had received. Assessments were conducted over two sessions with randomized order of test administrations to control fatigue and order effects.Results and Discussions:Correlation-matrix was used to determine the strength of relations between test measures. The impact of QoL related factors (viz., aphasia severity, cognitive functioning, time post-onset, and therapy received) on QoCL was examined using ANOVAs. The ASHA Quality of Communication Life Scale (ASHA-QCL) had more significant correlations with other QoL measures than the ASHA-Functional Assessment of Communication Skills (ASHA-FACS). Aphasia severity, cognitive deficits, and therapy received contributed significantly to QoL and QoCL in PWAs.Conclusions:Evaluating overall QoL may not fully reveal the QoCL in PWAs. Measuring QoCL specifically is crucial in aphasia interventions, and it is equally important to use sensitive tools that can capture the QoCL effectively. ASHA-QCL was more effective than ASHA-FACS in capturing the QoCL. QoCL must be considered even when working with PWAs with severe aphasias and/or mild cognitive deficits.

PENGARUH MODEL KOOPERATIF TIPE TWO STAY TWO STRAY TERHADAP KETERAMPILAN KOMUNIKASI SISWA

This study aims to determine whether there is any difference in the communication skills of students who use the cooperative model of type Two Stay Two Stray (TSTS) with students who use the conventional model and how much influence the communication skills of students using cooperative model type Two Stay Two Stray (TSTS) with students which uses the conventional model. The method used is pre-experimental design with Intact draft-Group Comparison. Samples were students of class XI SMA Muhammadiyah 2 Pontianak MIA. The results of the data analysis assessment of communication skills of students in the experimental class and control class using testIndependent Samples T-test, shows the differences in communication skills between classes that use the cooperative model of type Two Stay Two Stray (TSTS) and class that uses the conventional model. The results were obtained, there is a difference in communication skills of students who use the cooperative model of type Two Stay Two Stray (TSTS) with students using conventional models. Based on the calculation, the results indicate that the influence of cooperative learning type Two Stay Two Stray against the communication skills of students at 51.6%.

Completing the picture on student performances in OSCEs: A mixed-methods study on integration of a standardized patient rating

ObjectiveGood physician communication skills increase patient satisfaction and improve healing processes. Although physicians and patients appear to value communicative competencies differently, students are often evaluated solely by physicians. This study examines whether additional assessment of students by ‘standardized patients’ (SPs) is useful. MethodsDuring their Objective Structured Clinical Examination (OSCE) 238 medical students were additionally rated by SPs at 9 stations according to two items that defined the ‘physician–patient relationship’ and ‘communication’. SPs were informed that their assessment was for research purposes only, with no impact on the assessment of the students. SPs also had the opportunity to comment on their rating of the students. ResultsThe SPs rated the communicative competencies of students differently than physicians. The two parts of the SP rating are closely related. Inclusion of SP rating in the OSCE would provide higher measurement precision, with more students failing. SPs considered five factors relevant in their rating: ‘human connection’, ‘information flow’, ‘professionalism’, ‘competence’, and ‘exam situation’. ConclusionOur study suggests inclusion of SP rating as additional assessment of student communication skills. Practice ImplicationsAddition of SP rating in assessments is worthwhile, as it appears to complete the picture of the student performance in their OSCEs.

Fostering students’ scientific literacy and communication through the development of collaborative-guided inquiry handbook of green chemistry experiments

Industrial revolution 4.0 requires a person to be literate, as well as science students who have to achieve science literacy through experimental activity. The aim of this research is to develop a collaborative-guided inquiry handbook based on green chemistry vision for general chemistry experiment to promote the students’ scientific literacy and communication skills. Preliminary observation found that in general, students faced difficulty to relate chemistry concepts to the experiment they had done through expository model. As a result, they were unable to modify procedures, variables, and chemicals needed to meet green chemistry principles. Developing a collaborative-guided inquiry handbook based on green chemistry vision is expected to cope with the problems as mentioned. This research implemented Borg and Gall’s research and development method excluded dissemination phase. Validation from two experts were very valid for the handbook (92,85%), communication skill assessment (94,32%), reflective journal (93,75), and questionnaire (96,88%). The development was also effective because questionnaire performed that more than half of students attained science literacy standard (69,23%) and the vast majority of students (93,7%) agreed that guided experiment laboratory model based on green chemistry vision is useful and they want to apply it for next laboratory activities.

The Smartphone Addiction Levels and the Association With Communication Skills in Nursing and Medical School Students.

The use of smartphones among young people is quite common. However, smartphones are associated with negative effects when used excessively. It has been reported that smartphone use may adversely affect learning in the classroom, cause safety issues, and negatively affect interpersonal communications. The aims of this study were to determine the level of smartphone addiction among nursing and medical school students and to examine the effect of smartphone addiction level on communication skills. This cross-sectional study was conducted with medical school and nursing students at a public university (502 participants). Data were collected using a personal information form, the Smartphone Addiction Scale-Short Version (SAS-SV), and the Communication Skills Assessment Scale. All of the participants in the study owned smartphones. Most (70.9%) were female, and 58.2% were in the nursing program. The participants used smartphones for a mean time of 5.07 ± 3.32 hours a day, primarily for messaging. The mean total SAS-SV score for the participants was 31.89 ± 9.90, and a significant difference in SAS-SV mean scores was found with regard to the variables of department, gender, daily smartphone use duration, academic success, status regarding smartphone use in the classroom, participation in sports, easy communication with patients and relatives, preferred mode of communication, health problems tied to phone use, and injury status (p < .05). In addition, a positive weak-to-moderate relationship was found between SAS-SV mean scores and the variables of daily smartphone use duration and years of smartphone use, whereas a negative weak relationship was found between SAS-SV mean scores and Communication Skills Assessment Scale scores. Daily smartphone use duration was found to be the most important predictor of smartphone addiction. Higher SAS-SV scores have a negative impact on interpersonal communication and social life and reduce learning efficacy in students. Therefore, students and lecturers should be better informed regarding the benefits and risks of smartphone use in education, with precautions provided against excessive and needless use.

Validation construct: Confirmatory Factor Analysis (CFA) instruments scientific communication skills students in learning physics

Scientific communication skills into competencies required of students in the 21st century scientific communication must be owned that is orally or in writing. This research aims to develop assessment instruments scientific communication skills of students in physics. Scientific communication skills assessment instrument is a synthesis developed into five indicators. Instruments tested on students of SMAN 6 Yogyakarta. The instrument was developed to test the construct using LISREL. LISREL analysis used in the form Confirmatory Factor Analysis (CFA) to see how the fit between indicators developed models. The results showed that scientific communication instrument had a reliability 0.82. Criteria for each item has a value infit meansquare 1:01 with grain criteria fit with the model of Rasch (meansquare infit ≤ 0.77 ≤ 1.33) with both criteria. Loading factor of each item instrument has a value of> 0.3. The results validate the results obtained construct second order confirmatory factor analysis (CFA) on 17 items results showed that p-value = 0.27505 (p> 0.05) and RMSEA = 0.031 (RMSEA> 0.05). By loading factor> 0.3 and t-value> 1.95 so that the item is valid and thus fit modelDengan scientific instruments developed communication skills can be used to measure scientific communication skills of students in physics.

Development and Validation of the Pediatric Physician Interpersonal Communication Skills Assessment of Emergency Physicians by Pediatric Patients and Their Caregivers

AbstractObjectiveThe objective was to develop and validate an evaluation tool containing scaled items with behaviorally descriptive responses for pediatric patients and their caregivers (PCs) to evaluate and provide anonymous constructive feedback regarding interpersonal communication skills of pediatric emergency department (ED) physicians.MethodsA multistep validity‐driven approach consisting of literature review, structured input by subject matter experts, and end‐user focus group reviews was conducted to develop the Pediatric Physician Interpersonal Communication Skills Assessment (P‐PICSA) tool. Study subjects were enrolled prospectively (2011–2015). Psychometric analysis included exploratory factor analysis (EFA), confirmatory factor analysis (CFA), and item response analysis. Cronbach’s alpha coefficient to determine internal consistency of subscale items, Pearson's correlation coefficient to estimate interscale correlations, and Spearman rank correlation coefficient to assess correlations between physician scores and ED factors that influence PC evaluations were calculated.ResultsFirst‐order EFA of 389 evaluations for 98 physicians yielded a two‐factor model: 1) physician engagement of PCs (six items) and 2) physician delivery of information to PCs (seven items). An additional 3,089 evaluations for 128 physicians were collected to test factor structure and scale quality. CFA was conducted on calibration (n = 1,222) and validation (n = 1,190) samples. A two‐factor structure was confirmed with satisfactory fit for both samples. Cronbach's alpha was 0.81 for factor 1 and 0.87 for factor 2. Physicians received lower scores if PCs perceived nonrespectful behavior from nonphysician staff or long ED lengths of stay, completed the Spanish version of the P‐PICSA, or were admitted to the hospital.ConclusionThe P‐PICSA is a reliable and valid tool for pediatric PCs to evaluate pediatric ED physicians’ interpersonal and communication skills. Compared to Likert‐type rating scales, the P‐PICSA’s behaviorally descriptive response items may provide ED physicians with more descriptive feedback and direction for skills improvement.