Medical students’ agenda-setting abilities during medical interviews
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Purpose: Identifying patients’ agendas is important; however, the extent of Korean medical students’ agenda-setting abilities is unknown. The study aim was to investigate the patterns of Korean medical students’ agenda solicitation. Methods: A total of 94 third-year medical students participated. One scenario involving a female patient with abdominal pain was created. Students were video-recorded as they interviewed the patient. To analyze whether students identify patients’ reasons for visiting, a checklist was developed based on a modified version of the Calgary-Cambridge Guide to the Medical Interview: Communication Process checklist. The duration of the patient’s initial statement of concerns was measured in seconds. The total number of patient concerns expressed before interruption and the types of interruption effected by the medical students were determined. Results: The medical students did not explore the patients’ concerns and did not negotiate an agenda. Interruption of the patient’s opening statement occurred in 4.62±2.20 seconds. The most common type of initial interruption was a recompleter (79.8%). Closed-ended questions were the most common question type in the second and third interruptions. Conclusion: Agenda setting should be emphasized in the communication skills curriculum of medical students. The Korean Clinical Skills Exam must assess medical students’ ability to set an agenda.
Abstract
Purpose: Identifying patients’ agendas is important; however, the extent of Korean medical students’ agenda-setting abilities is unknown. The study aim was to investigate the patterns of Korean medical students’ agenda solicitation. Methods: A total of 94 third-year medical students participated. One scenario involving a female patient with abdominal pain was created. Students were video-recorded as they interviewed the patient. To analyze whether students identify patients’ reasons for visiting, a checklist was developed based on a modified version of the Calgary-Cambridge Guide to the Medical Interview: Communication Process checklist. The duration of the patient’s initial statement of concerns was measured in seconds. The total number of patient concerns expressed before interruption and the types of interruption effected by the medical students were determined. Results: The medical students did not explore the patients’ concerns and did not negotiate an agenda. Interruption of the patient’s opening statement occurred in 4.62±2.20 seconds. The most common type of initial interruption was a recompleter (79.8%). Closed-ended questions were the most common question type in the second and third interruptions. Conclusion: Agenda setting should be emphasized in the communication skills curriculum of medical students. The Korean Clinical Skills Exam must assess medical students’ ability to set an agenda.
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