The effect of communication training using standardized patients on nonverbal behaviors in medical students
2
조회
0
다운로드
1
인용
0
참고문헌
키워드
초록
Purpose: Nonverbal communication (NVC) is important in the patient-physician relationship, but the effect of NVC education is not well kown. In this study, we try to identify if students’ NVC abilities are improved through communication training. Methods: First-year medical students conducted medical interviews, which were performed with standardized patients (SPs) before and after communication skill education, and recorded in video. Fifty-one students were enrolled for this study. Two researchers used the NVC checklist, which consists of 12 nonverbal behaviors, to analyze and compare the students’ nonverbal expressions in the interviews recorded before and after the education. Results: After the students participated in communication training, open body position and adequate facial expression were increased while unnecessary silence, un-purposive movements, and giggling were decreased. These results can be interpreted as positive effects of the education. However, hand gesture was increased as a negative effect of the education. The total NVC score of the 12 nonverbal behaviors in the NVC checklist improved significantly, rising from 8.56 to 10.03. Conclusion: Communication skill education using SPs can improve nonverbal behaviors of medical students, especially facial expression, un-purposive movement, body position, unnecessary silence, and giggle, but not hand gesture. Further research is needed on a variety of teaching methods to improve NVCs.
Abstract
Purpose: Nonverbal communication (NVC) is important in the patient-physician relationship, but the effect of NVC education is not well kown. In this study, we try to identify if students’ NVC abilities are improved through communication training. Methods: First-year medical students conducted medical interviews, which were performed with standardized patients (SPs) before and after communication skill education, and recorded in video. Fifty-one students were enrolled for this study. Two researchers used the NVC checklist, which consists of 12 nonverbal behaviors, to analyze and compare the students’ nonverbal expressions in the interviews recorded before and after the education. Results: After the students participated in communication training, open body position and adequate facial expression were increased while unnecessary silence, un-purposive movements, and giggling were decreased. These results can be interpreted as positive effects of the education. However, hand gesture was increased as a negative effect of the education. The total NVC score of the 12 nonverbal behaviors in the NVC checklist improved significantly, rising from 8.56 to 10.03. Conclusion: Communication skill education using SPs can improve nonverbal behaviors of medical students, especially facial expression, un-purposive movement, body position, unnecessary silence, and giggle, but not hand gesture. Further research is needed on a variety of teaching methods to improve NVCs.
참고문헌 (17)
- Ranjan P, "How can doctors improve their communication skills?", J Clin Diagn Res, 9(3), pp.JE01~JE04 (2015)
- Roter DL, "The expression of emotion through nonverbal behavior in medical visits: mechanisms and outcomes", J Gen Intern Med, 21(Suppl 1), pp.S28~S34 (2006)
- Mast MS, "On the importance of nonverbal communication in the physician-patient interaction", Patient Educ Couns, 67(3), pp.315~318 (2007)[DOI]
- Henry SG, "Association between nonverbal communication during clinical interactions and outcomes: a systematic review and meta-analysis", Patient Educ Couns, 86(3), pp.297~315 (2012)[DOI]
- Hall JA, "Observerrated rapport in interactions between medical students and standardized patients", Patient Educ Couns, 76(3), pp.323~327 (2009)[DOI]
- Yu EH, "Effects of micro- and subtle-expression reading skill training in medical students: a randomized trial", Patient Educ Couns, 99(10), pp.1670~1675 (2016)[DOI]
- Ishikawa H, "Evaluating medical students' nonverbal communication during the objective structured clinical examination", Med Educ, 40(12), pp.1180~1187 (2006)[DOI]
- Collins LG, "Evaluating verbal and non-verbal communication skills, in an ethnogeriatric OSCE", Patient Educ Couns, 83(2), pp.158~162 (2011)[DOI]
- Ishikawa H, "Can nonverbal communication skills be taught?", Med Teach, 32(10), pp.860~863 (2010)[DOI]
- Liu C, "A web-based telehealth training platform incorporating automated nonverbal behavior feedback for teaching communication skills to medical students: a randomized crossover study", J Med Internet Res, 18(9), pp.e246~ (2016)[DOI]
- "Calgary Cambridge guide to the medical interview: communication process"[URL]
- Klamen DL, "Using standardized patients for formative feedback in an introduction to psychotherapy course", Acad Psychiatry, 26(3), pp.168~172 (2002)[DOI]
- Dayer Berenson L, "Standardized patient feedback: making it work across disciplines", J Allied Health, 41(1), pp.e27~e31 (2012)
- Burgoon JK, "Nonverbal communication" (2010), Pearson
- Griffith CH 3rd, "House staff nonverbal communication skills and standardized patient satisfaction", J Gen Intern Med, 18(3), pp.170~174 (2003)[DOI]
- Sloane PD, "Behavioral coding for evaluation of medical student communication: clarification or obfuscation", Acad Med, 79(2), pp.162~170 (2004)[DOI]
- Hall JA, "Nonverbal behavior in clinician-patient interaction", Appl Prev Psychol, 4(1), pp.21~37 (1995)[DOI]