Integrating Communication Skills Research Articles

Teaching breaking bad news in a gyneco-oncological setting: a feasibility study implementing the SPIKES framework for undergraduate medical students

BackgroundIt is a crucial task for physicians to deliver life threatening information to patients (breaking bad news; BBN). Many aspects influence these conversations on both sides, patients, and doctors. BBN affects the patient-physician relationship, patients’ outcome, and physicians’ health. Many physicians are still untrained for this multi-facetted task and feel unprepared and overburdened when facing situations of BBN. Therefore, any faculties should aim to integrate communication skills into their medical curricula as early as possible. The SPIKES protocol is an effective framework to deliver BBN. Aim of this study is to evaluate the feasibility and obstacles of a BBN seminar and its acceptance and learning curve among undergraduate medical students.Methods158 2nd year undergraduate medical students attended a compulsory BBN seminar. The task was to deliver a cancer diagnosis to the patient within a patient - physician role-play in a gyneco-oncological setting before and after a presentation of the SPIKES protocol by the lecturer. The students evaluated important communication skills during these role-plays respectively. Self-assessment questionnaires were obtained at the beginning and end of the seminar.ResultsMost students indicated that their confidence in BBN improved after the seminar (p < 0.001). They like the topic BBN to be part of lectures (76%) and electives (90%). Communication skills improved. Lecturer and seminar were positively evaluated (4.57/5).ConclusionThe seminar significantly increased confidence and self-awareness in delivering life-threatening news to patients among undergraduate medical students. Important learning aspects of BBN and communication skills could be delivered successfully to the participants within a short time at low costs. The integration of communication skills should be implemented longitudinally into medical curricula starting before clinical education to increase the awareness of the importance of communication skills, to decrease anxiety, stress, and workload for future doctors and– most importantly– to the benefit of our patients.

Mixing paper and digital: 2020 online summer English drama kamishibai workshop

This paper discusses the results of an intervarsity picture kamishibai1-storytelling workshop that integrated communication skills and art via the online real-time conference system, Zoom©. As in previous years, the goal of the annual summer drama workshop was to support the participants’ communication and leadership skills. In the light of the COVID-19 pandemic however, the chief purpose of the 2020 Online Summer English Drama Kamishibai Workshop was to support the mental well-being of students. Thirteen low-to-intermediate level English language students, both English language majors and non-majors from three different universities in Japan worked together for the workshop project in three 90-minute online slots over two days in August 2020. After learning the basic theory and techniques of the storytelling art, students were divided into groups to create their original English kamishibai story to perform online. In the preparation stage, each student created their own work using simple A4 paper sheets and pens, and these were amalgamated with other members of their group to form a coherent narrative. At the end of the third session, each group presented their work on Zoom©, and these performances demonstrated the students’ creativity through unique plots and characters. Their feedback indicated that they developed stress-tolerance and resilience, both features of negative capability.

Interprofessional Healthcare Themes derived through Critical Discourse Analysis

One of the four primary learning competencies of Interprofessional Education (IPE) is Interprofessional (IP) Communication. Rosalind Franklin University of Medicine and Science (RFUMS) partnered with the University of New England (UNE) to offer an IP Team Immersion (IPTI) telehealth simulation (tSIM). IPTI aims to provide opportunities for IP teams of students to increase understanding of each other's roles, responsibilities, demonstrate teamwork principles and skills, and apply integrated communication skills for team-based, patient-centered practice in a simulated setting. We hypothesized that IPTI provides an opportunity for students to learn communication skills in an interprofessional team setting and that CDA can be used to identify incidences of verbal and non-verbal communication.In this experience, groups of students formed IP teams and worked together to plan their approach to a standardized patient (SP) case. Nine student teams across two universities and ten health professions participated in the virtual sessions and simulations. At the end of the tSIM activities, IP student teams were given 45 minutes to debrief and discuss their performance.CDA can be used to understand how communication among a team of IP healthcare students contributes to student learning in a simulated clinical environment. This study used CDA to analyze communication during the debrief sessions and the main themes identified were Verbal Communication, Non-Verbal Communication, Working Relationships, and Telehealth.Our results indicated that IPTI provided an opportunity for students working in a team to learn communication skills used within an IP team.

Relationships between undergraduate medical students' attitudes toward communication skills learning and demographics in Zambia: a survey-based descriptive study.

This study aimed to detect relationships between undergraduate students' attitudes toward communication skills learning and demographic variables (such as age, academic year, and gender). Understanding these relationships could provide information for communication skills facilitators and curriculum planners on structuring course delivery and integrating communication skills training into the medical curriculum. The descriptive study involved a survey of 369 undergraduate students from 2 medical schools in Zambia who participated in communication skills training stratified by academic year using the Communication Skills Attitude Scale. Data were collected between October and December 2021 and analyzed using IBM SPSS for Windows version 28.0. One-way analysis of variance revealed a significant difference in attitude between at least 5 academic years. There was a significant difference in attitudes between the 2nd and 5th academic years (t=5.95, P˂0.001). No significant difference in attitudes existed among the academic years on the negative subscale; the 2nd and 3rd (t=3.82, P=0.004), 4th (t=3.61, P=0.011), 5th (t=8.36, P˂0.001), and 6th (t=4.20, P=0.001) academic years showed significant differences on the positive subscale. Age showed no correlation with attitudes. There was a more favorable attitude to learning communication skills among the women participants than among the men participants (P=0.006). Despite positive general attitudes toward learning communication skills, the difference in attitude between the genders, academic years 2 and 5, and the subsequent classes suggest a re-evaluation of the curriculum and teaching methods to facilitate appropriate course structure according to the academic years and a learning process that addressees gender differences.

Development and Verification of Integrated Communication Enhancement Program Using Non-Violent Communication Model

본 연구의 목적은 비폭력대화 모델을 활용하여 기독교인을 위한 의사소통능력 증진 프로그램을 개발하고 효과를 검증하는 것이다. 통합적 의사소통능력 증진 프로그램은 비폭력 대화 모델을 활용하여 대인 의사소통능력 증진을 위한 프로그램과 하나님께 비폭력적 기도와 같은 소통 프로그램을 부가하여 개발하였다. 연구대상은 실험군이 11명, 대조군이 13명이었으며, 통합적 의사소통능력 증진 프로그램을 시행하였다. 실험은 비동등성 대조군 사전-사후 유사실험설계를 하였고, 프로그램은 총 6주간 진행하였다. 연구 결과, 첫째, 통합적 의사소통능력 증진 프로그램에 참여한 실험군은 대조군보다 의사소통능력이 유의하게 증가하였다. 둘째, 통합적 의사소통능력 증진 프로그램에 참여한 실험군은 대조군보다 대인관계능력의 하위요인인 권리 및 불쾌감 주장이 유의하게 증가하였다. 셋째, 통합적 의사소통능력 증진 프로그램에 참여한 실험군과 대조군은 종교적 안녕감에서 유의한 차이가 없었다. 비폭력 대화를 활용한 통합적 의사소통 능력의 증진은 대인관계에서의 자기 권리를 찾고 부정적 정서를 불쾌하지 않게 주장할 수 있는 역량이 증진되어, 대학생들의 사회 활동에서의 불이익을 예방할 수 있는 효과적인 프로그램으로 판단되었다. 그러나 하나님과의 소통을 측정할 수 있는 적절한 도구가 없어, 대신적 의사소통능력을 측정하지 못한 한계점도 나타났다. 후속연구에서는 대신적 소통을 측정할 수 있는 도구개발과 대신관계 증진을 위한 프로그램의 개발 및 효과 검정 연구가 진행되기를 기대한다.The purpose of this study is to develop and verify the effectiveness of a communication skills enhancement program for Christians applying the nonviolent communication model. The integrated communication ability promotion program was developed by adding a program for improving interpersonal communication ability and a communication program such as praying nonviolently to God. The subjects of the study were 11 people in the experimental group and 13 people in the control group, and we implemented an integrated communication skill promotion program for the experimental group. The experiment was designed with a non-equivalent control pre-post similar experiment design, and the program was conducted for a total of 6 weeks. As a result of the study, first, the experimental group showed a significant increase in communication ability compared to the control group. Second, assertion of rights and displeasure, which are sub-factors of interpersonal ability, increased significantly in the experimental group than in the control group. Third, there was no significant difference in religious well-being between the experimental group and the control group. The promotion of integrated communication skills using nonviolent dialogue is judged to be an effective program that can prevent college students from being disadvantaged in social activities by improving their ability to find their rights in interpersonal relationships and assert negative emotions without being offended. It became. However, there was no appropriate tool to measure communication with God, so there was a limitation in measuring the ability to communicate with God. In follow-up studies, it is expected that the development of tools to measure communication with God, the development of programs to improve relationships with God, and research on the effectiveness of tests will be conducted.

Integrating Communication Skills, Awareness of Self and Others, and Reflective Feedback into One Inclusive Anatomical Representation of Relationship-Centered Health Care.

The American Veterinary Medical Association Council on Education mandates in standard 11 that all accredited colleges of veterinary medicine must develop and deliver formal processes by which students are observed and assessed in nine competencies. The eighth competency combines clinical communication and sensitivity toward soliciting and understanding individual narratives across a diverse clientele to facilitate health care delivery. Several frameworks have been designed to structure health care consultations for teaching and coaching purposes. The Calgary-Cambridge guide (CCG) provides an evidence-based approach to outlining the flow of consultations, incorporating foundational communication skills and elements of relationship-centered care into a series of sequential tasks. Although the CCG was intended for use as a flexible tool kit, it lacks visible connections between concrete experiences (e.g., the consultation) and reflective observation (e.g., the feedback). This teaching tip describes the development of a novel anatomical representation of the consultation that integrates process elements of the CCG with other core curricular concepts. By combining knowledge, technical skills, critical thinking, reflection, cultural humility, and self-awareness into a skeletal consultation model, linkages are established between communication and intergroup dialogue skills, diversity and inclusion (D&I). This model has been further adapted as feline, caprine, porcine, equine, avian, and reptilian versions for in-class use as strategic visual aids that highlight key areas of focus for Professional Skills class sessions. Future developments by the authors will explore how to link species-specific consultation models to assessment rubrics to reinforce the connection between content (what) and process (how).

Development of a counseling intervention protocol to improve treatment adherence of ischemic heart disease patients

Background: Ischemic heart disease (IHD) has been identified as the foremost cause of morbidity and mortality in Sri Lanka. Aims and Objectives: The main aim of this study was to develop a socio-culturally appropriate health counseling intervention protocol to enhance the adherence of prescribed physical activity, diet, and medication among IHD patients attending medical clinics in Sri Lanka. Materials and Methods: This protocol was designed to be used by health professionals and consisted of two sections – an assessment and an intervention. The intervention section integrated communication skills with motivational interviewing, goal setting, and problem-solving. A panel of five experts reviewed each section of the protocol, in a Delphi process. The ratings received at Delphi stage one that was evaluated for degree of consensus. The protocol was modified according to the comments received and resent for a second Delphi round. Again, the re-ratings were reevaluated for the degree of consensus. With regard to assessing consensus, each section was revised/removed if 70% or more of the re-ratings were at 0–3 and kept as the same if 70% or more of the re-ratings were at four or above. Results: All the subsections were rated in categories of four and above in both stages. Therefore, none of the sections was removed from the original protocol. Some modifications were done according to the suggestions received in the Delphi review. Conclusion: The finalized protocol would be initially implemented in selected hospitals in Galle district as a quasi-experimental study in the near future.

ENHANCING COMMUNICATION SKILLS OF PROSPECTIVE TEACHERS THROUGH THERU-K-KOOTHU (STREET PLAY) – AN EMPIRICAL RESEARCH STUDY

Communication skills are the ability of a person that helps him to perform effectively in the workplace. These skills include active listening, speaking, observing, and empathizing which improve an employee's relationship and performance on the job. Particularly in the teaching profession, communication skills are a prerequisite for teachers. The teachers who have good communication skills perform meritoriously in their institution. Also, the organizations are expecting teacher candidates with good communication skills for recruitment. It is the need of the hour to improve the communication skills of the trainee teachers. Therefore, the researchers intended to find out the effectiveness of theru-k-koothu (street play) to enhance the communication skills, specifically the public speaking skills of prospective teachers. An experimental research method was adopted for the study and 32 prospective teachers were selected as samples. The results of the study indicated that the maximum number of prospective teachers have a moderate level of public speaking skills. Also, it is found that the Theru-k-Koothu (street play) training program is more effective in developing the public speaking skills of prospective teachers. The findings of the study provide insights for the educationists and policymakers to integrate communication skills efficiently in the teacher education program to make quality and proficient teachers.

THE INCORPORATION OF COMMUNICATION SKILLS IN PUBLIC SPEAKING COURSE SYLLABUS AT ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

Communication skills have been considered as an essential skill and element of employability in the 21st-century, because these skills are needed for workplace adaptability competitiveness. Therefore, it also affects the field of education and integrating communication skills in the curriculum are urgently needed. Hence, this study aimed to explore the extent to which communication skills are incorporated, along with the syllabus components that have been incorporated into communication skills. To conduct this content analysis, the statements (words, phrases, and sentences) in the syllabus were collected and 12 out of 35 indicators of communication skills are employed. The data source of this study was the syllabus for the 4th semester of public speaking course in 2020 at University X in Jakarta. It was found that 11 out of 12 indicators were incorporated into the syllabus. Moreover, it turned out the indicators appear to be incorporated in 7 out of 12 components of syllabus, which are: Course Identification, Course Description, Learning Outcomes, Course Goal, Materials, Learning Methods, and Task Description. The result reveals that the communication skills are already incorporated but still limited and the syllabus needs further revisions in order to meet the communication skills indicators.

Randomised controlled monocentric trial to compare the impact of using professional actors or peers for communication training in a competency-based inverted biochemistry classroom in preclinical medical education

ObjectiveIn medical education, biochemistry topics are usually knowledge based, and students often are unaware of their clinical relevance. To improve students’ awareness of the relevance, we integrated communication skills training...

Engineering Communication Skills for Novice Engineers: A Pilot Project

Industry has broadened the job scope for engineers. Engineers have to perform multiple projects in terms of technical and non-technical. Technical skills require integration of communication skills in modern industry. This research attempted to discover communication skills significance for novice engineers. Also, it explored communication skill training needed for novice engineers. A purposive sampling research design was employed to draw the results. Twenty (20) final year engineering students participated in this qualitative study. The study research instrument was focus group interviews.Findings described that communication skills play a significant role for engineers in the work environment of modern industry. Moreover, inadequate communication skills training are provided to engineering students during study time. Pakistan Engineering Council (PEC) should emphasize upon engineering universities of Pakistan to train engineering students in hard and soft skills.

Barriers to Communication Skills Assessment and Ways to Overcome Them

Teaching and assessing communication skills requires different approaches from clinical teaching. The challenge is to transform formal training in these skills into a systematic and purposefully organized, organically integrate communication skills training with clinical training. The article discusses barriers to teaching communication skills and ways to overcome them. Possible ways to standardize training and assessment of communication skills and their integration into existing curricula are shown.

Обучение и оценка коммуникативных навыков студентов-медиков: зарубежный опыт и задачи медицинского образования в РФ

Analyzed is the problem of communication skills that are essential for an optimal doctor-patient relationship to improve treatment outcomes and health outcomes. The need for teaching the communication skills of medical students is recognized by all foreign medical schools and declared as a requirement for the results of training in the Federal State Educational Standard 3++ in the direction of preparation of General Medicine in the form of a universal “Communicative Competence” (UK-4). Teaching and assessing communication skills requires different approaches to teaching in other clinical disciplines. The challenge is to transform formal training in these skills, which still remains fragmented and heterogeneous in most curricula of Russian universities, into a systematic and purposefully organized, organically integrate communication skills training with clinical training. In addition, it is important that students not only know the nuances of communication and interpersonal skills with the patient, but also adhere to them throughout their medical careers. The article describes the communication models adopted by the international medical educational community, training scenarios, various methods of teaching and assessment of communication skills based on the best foreign practices. The article discusses the barriers to teaching communication skills in Russian medical universities and ways to overcome them. Possible ways of standardization of teaching and assessment of communication skills and their integration into the existing curricula of medical universities in Russia are shown.

Co-creation and collaboration: A promising approach towards successful implementation. Experience from an integrated communication and mental health skills training programme for Japanese General Practice

IntroductionThis paper describes the co-creation and delivery of an integrated training programme in communication and depression assessment & management for Japanese GPs. MethodsExperts in communication and depression from EACH and WONCA developed a framework and filled it with content. Through iterative discussions with the Japanese participants and experts during delivery, the training was further adjusted to match local needs. It included didactic and experiential training methods with an emphasis on practicing and feedback. A “train-the-trainer” component helped participants develop their own trainer skills to enhance dissemination of the training in Japan. ResultsSix Japanese GPs participated in two one week training-modules in May and November 2018. To aid implementation participants received online supervision on depression management and on teaching between the two modules and after the second module. Evaluation of the content of the training, the teaching methods and the participatory approach was positive. More than two years after the training, many elements of the training continue to be used in daily practice with the GPs teaching communication as well as depression management skills. ConclusionThe method of co-creation is promising. Research is needed to confirm that it is effective in transfer to clinical practice.

Better Communication Regarding Sexual Agreements Within Serodiscordant Male Couples Leads to Improved Antiretroviral Therapy Adherence Among the HIV-Positive Partner.

Sexual agreements (SAs)-guidelines that outline what type of sexual behaviors are permissible with sexual partners outside of their primary relationship-are often negotiated within same-sex male relationships to reduce their risk for HIV infection. However, HIV risk is not only a function of sexual behavior, but is also affected by factors such as antiretroviral therapy (ART) adherence. We examined whether HIV-positive partners in serodiscordant male couples who have better communication about SAs and report concordant SAs with their partners have greater odds of being adherent to ART to not only improve their health, but to also reduce the risk of transmitting HIV to partners. We analyzed longitudinal data from 135 HIV-positive partners in serodiscordant male couples recruited from Atlanta, GA, Boston, MA, and Chicago, IL to examine the relationship between optimal ART adherence and two independent variables: communication about SAs and if the couples have discrepant SAs. HIV-positive male partners who reported high levels of communication regarding SAs had nearly three times the odds of optimal adherence to ART compared to those who reported lower levels. The HIV-positive partners with discrepant SAs with their male partner had approximately half the odds of optimal adherence to ART compared to those with concordant SAs. Our findings suggest that integrating communication skills training into dyad-level HIV interventions to improve communication regarding HIV may provide more opportunities for couples to discuss ways of reducing the risk of HIV transmission. Couples may benefit from interventions that assist them in composing SAs.

Material didático de Português Língua Adicional para o curso preparatório PEC-G na UFMG

O presente estudo, de natureza qualitativa, descritiva e exploratória, objetiva avaliar uma unidade didática para o ensino de Português Língua Adicional (PLA) em um curso preparatório para o Certificado de Proficiência em Língua Portuguesa para Estrangeiros (CelpeBras) no contexto do Programa Estudante-Convênio de Graduação (PEC-G) na Universidade Federal de Minas Gerais (UFMG). Busca-se investigar quais tarefas integram Metodologias Ativas e Letramento Crítico em relação aos critérios de avaliação da Base Nacional Comum Curricular (BNCC) e do exame CelpeBras. Os resultados da análise indicam que a proposta promove a integração das habilidades comunicativas e busca contribuir com a autonomia e com reflexões mais críticas dos aprendizes.

A Practical Approach to Integrating Communication Skills and Early Clinical Experience into the Preclinical Medical School Curriculum.

Effective integration of early clinical experiences (ECE) with preclinical curricula is challenging, given the limited knowledge-base of students and the unpredictability of clinical environments. Integration of ECE with communication skills (CS) training presents an attractive opportunity since CSs apply to all types of clinical encounters and are independent of students' medical knowledge. We present an ECE program that integrates formal CS training with the realities of clinical practice. Five ECE sessions occur throughout the first year of medical school, each focusing on a specific set of CSs previously introduced in class. Students actively observe preceptors use these skills, briefly practice them, write a critical analysis on each experience, and discuss these in small groups. To identify the perceived usefulness and impact of the ECE on students' CS learning, we analyzed the critical analyses and post intervention evaluations from students and preceptors. Descriptive analyses used SAS for Windows. Thematic content analysis using constant comparison was used to review and code narrative data, and the most commonly referred to impacts, strengths, and limitations of ECE were identified. Analysis of the students' critical analyses identified the following main themes: (1) integration between ECE and formal CS teaching, (2) importance of effective CS to the delivery of good patient care, and (3) adaptability of CS to specific clinical contexts. Preceptors did not perceive the program as an added burden. ECE with focused goals, critical analyses, and small group debriefing can be used to effectively teach and reinforce formal classroom CS training.

Assessment of medical students\u2019 integrated clinical communication skills: development of a tailor-made assessment tool

BackgroundSince patient-centered communication is directly connected to clinical performance, it should be integrated with medical knowledge and clinical skills. Therefore, clinical communication skills should be trained and assessed as an integral part of the student’s clinical performance. We were unable to identify a tool, which helps when assessing patient-centered communication skills as an integrated component of medical history taking (‘the integrated medical interview’). Therefore, we decided to design a new tailor-made assessment tool, the BOCC (BeOordeling Communicatie en Consultvoering (Dutch), Assessment of Communication and Consultation (English) to help raters assess students’ integrated clinical communication skills with the emphasis on patient-centred communication combined with the correct medical content. This is a first initiative to develop such a tool, and this paper describes the first steps in this process.MethodsWe investigated the tool in a group of third-year medical students (n = 672) interviewing simulated patients. Internal structure and internal consistency were assessed. Regression analysis was conducted to investigate the relationship between scores on the instrument and general grading. Applicability to another context was tested in a group of fourth-year medical students (n = 374).ResultsPCA showed five components (Communication skills, Problem clarification, Specific History, Problem influence and Integration Skills) with various Cronbach’s alpha scores. The component Problem Clarification made the strongest unique contribution to the grade prediction. Applicability was good when investigated in another context.ConclusionsThe BOCC is designed to help raters assess students’ integrated communication skills. It was assessed on internal structure and internal consistency. This tool is the first step in the assessment of the integrated medical interview and a basis for further investigation to reform it into a true measurement instrument on clinical communication skills.

End-of-Life Nursing and Education Consortium Communication Curriculum for Interdisciplinary Palliative Care Teams.

Background: Expert communication skills are essential for the delivery of effective palliative care across the domains of care. However, few health care providers receive formal communication training. To promote communication education for interdisciplinary palliative care teams, a train-the-trainer course for interdisciplinary hospital-based palliative care teams was developed to prepare them to teach other health care professionals communication skills. Course Design: The curriculum was organized by the eight domains of the National Consensus Project Guidelines for Quality Palliative Care and provided communication skills training for California-based teams. The two-day train-the-trainer course included skill-building exercises and interactive discussions to assist participants in integrating communication skills building into their clinical settings. Using a goal-directed method of teaching, faculty assisted teams in developing three institutional goals for providing palliative care communication training to other health care professionals. Evaluation of the course included immediate postcourse evaluation and follow-up evaluation at six and nine months. Results: The first statewide interdisciplinary communication training took place in January 2018 with 26 palliative care teams consisting of primarily nurses, followed by social workers, chaplains, and physicians. The 46 course participants' postcourse evaluations demonstrated high satisfaction with the course. On a scale of 1 to 5 (1 = lowest), the course met participants' expectations and objectives (4.8). The teams' precourse goals focused on (1) staff education, training, and mentorship, and (2) institution-wide system changes. Conclusion: Palliative care interdisciplinary teams can incorporate communication skills into their practice and provide communication skills training to their institutions.

Effect of workshop training on midwives' communication skills and maternal satisfaction in maternity block

Context: Communication skills have an important role in people satisfactions. Mothers' satisfactions with midwives' communication skills can make an appropriate setting in order to achieve psychological and physical health of mothers. Aims: The aim of this study was to determine the effect of training workshop on midwives' communication skills and mothers' satisfaction in maternity unit. Setting and Design: This semi-experimental study was done with participation of 40 midwives in maternity unit and 100 mothers in postnatural delivery ward in Mahdieh Hospital, Tehran, Iran, in 2016. Materials and Methods: Sampling was done by census method for midwives and by available method for mothers. Two sessions of communication skills workshop were performed for mothers in two consecutive days. Midwives' communication skills were assessed by Jerabek questionnaire and mothers' satisfaction was measured by satisfaction with communication questionnaire before intervention and 4 weeks later. Statistical Analysis Used: Kolmogorov–Smirnov test, frequency, mean, standard deviation, pair and independent t-test, and Pearson correlation coefficient and regression were used for data analysis. Results: Before intervention, mean and standard deviation for midwives' communication skills was 99.44 ± 9.19 and for mothers' satisfaction was 61.88 ± 17.8. After communication skills training workshop, midwives' communication skill raised to 139.62 ± 7.13 (P = 0.002) and mothers' satisfaction increased to 88.68 ± 12.79 (P = 0.003). Conclusion: Communication skill training to midwives may have a positive effect on mothers' satisfaction. Thus, integrating communication skills training in continuing midwifery education program is suggested.