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Evaluation & the Health Professions
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Teaching Patient Communication Skills to Medical Students

A Review of Randomized Controlled Trials

Sherilyn Smith

University of Washington, Seattle

Janice L. Hanson

Uniformed Services University of the Health Sciences, Bethesda, Maryland

Linda R. Tewksbury

New York University, New York City

Cynthia Christy

University of Rochester, Massachusetts

Nasreen J. Talib

Children’s Mercy Hospital, Kansas City, Missouri

Mitchell A. Harris

Indiana University/Purdue University, Indianapolis

Gary L. Beck

University of Nebraska Medical Center, Omaha

Fredric M. Wolf

University of Washington, Seattle

Tools to examine the effects of teaching interventions across a variety of studies are needed. The authors perform a meta-analysis of 24 randomized controlled trials evaluating the effects of teaching on medical students’ patient communication skills. Study quality is rated using a modified Jadad score, and standardized mean difference effect size (d) measures are calculated. Fifteen of 24 studies have sufficient data for analysis. Students’ ability to establish rapport improves after teaching. The effects are large when the teaching intervention was small group discussion (n = 5) or giving structured feedback on a student-patient interview (n = 6). A similar effect of teaching is seen on student data gathering skills (n = 5). Teaching medical students patient communication skills using small group discussion or providing feedback on a student-patient interview results in improvement in student performance.

Key Words: medical student • meta-analysis • patient communication skills • systematic review

Evaluation & the Health Professions, Vol. 30, No. 1, 3-21 (2007)
DOI: 10.1177/0163278706297333
Add to CiteULike CiteULike   Add to Connotea Connotea   Add to Del.icio.us Del.icio.us   Add to Digg Digg   Add to Reddit Reddit   Add to Technorati Technorati    What's this?