Display options
Cite
Kiessling C, Tsimtsiou Z, Essers G, et al. General principles to consider when designing a clinical communication assessment program. Patient Educ Couns. 2017;100(9):1762-1768doi: 10.1016/j.pec.2017.03.027.
Kiessling, C., Tsimtsiou, Z., Essers, G., van Nuland, M., Anvik, T., Bujnowska-Fedak, M. M., Hovey, R., Joakimsen, R., Perron, N. J., Rosenbaum, M., & Silverman, J. (2017). General principles to consider when designing a clinical communication assessment program. Patient education and counseling, 100(9), 1762-1768. https://doi.org/10.1016/j.pec.2017.03.027
Kiessling, Claudia, et al. "General principles to consider when designing a clinical communication assessment program." Patient education and counseling vol. 100,9 (2017): 1762-1768. doi: https://doi.org/10.1016/j.pec.2017.03.027
Kiessling C, Tsimtsiou Z, Essers G, van Nuland M, Anvik T, Bujnowska-Fedak MM, Hovey R, Joakimsen R, Perron NJ, Rosenbaum M, Silverman J. General principles to consider when designing a clinical communication assessment program. Patient Educ Couns. 2017 Sep;100(9):1762-1768. doi: 10.1016/j.pec.2017.03.027. Epub 2017 Mar 27. PMID: 28396057.
Copy Download .nbib Format: NLM
Share it on

Patient Educ Couns. 2017 Sep;100(9):1762-1768. doi: 10.1016/j.pec.2017.03.027. Epub 2017 Mar 27.

General principles to consider when designing a clinical communication assessment program.

Patient education and counseling

Claudia Kiessling, Zoi Tsimtsiou, Geurt Essers, Marc van Nuland, Tor Anvik, Maria M Bujnowska-Fedak, Richard Hovey, Ragnar Joakimsen, Noëlle Junod Perron, Marcy Rosenbaum, Jonathan Silverman

Affiliations

  1. Department Assessment, Brandenburg Medical School, Neuruppin, Germany.
  2. Department of Hygiene, School of Medicine, Aristotle University of Thessaloniki, University Campus, 54124, Thessaloniki, Greece. Electronic address: [email protected].
  3. Department of Public Health and Primary Care, Leiden University Medical Centre, Leiden, The Netherlands.
  4. Department of Public Health and Primary Care, University of Leuven, Leuven, Belgium.
  5. UiT The Arctic University of Norway, Tromsø, Norway.
  6. Department of Family Medicine, Wroclaw Medical University, Wroclaw, Poland.
  7. Division of Oral Health & Society, Montreal, Canada.
  8. Unit of Development and Research in Medical Education, Geneva Faculty of Medicine, University of Geneva, Geneva, Switzerland.
  9. Department of Family Medicine and Office of Consultation and Research in Medical Education, University of Iowa Carver College of Medicine, Iowa City, USA.
  10. School of Clinical Medicine, University of Cambridge, Cambridge, UK.

PMID: 28396057 DOI: 10.1016/j.pec.2017.03.027

Abstract

OBJECTIVES: Assessment of clinical communication helps teachers in healthcare education determine whether their learners have acquired sufficient skills to meet the demands of clinical practice. The aim of this paper is to give input to educators when planning how to incorporate assessment into clinical communication teaching by building on the authors' experience and current literature.

METHODS: A summary of the relevant literature within healthcare education is discussed, focusing on what and where to assess, how to implement assessment and how to choose appropriate methodology.

RESULTS: Establishing a coherent approach to teaching, training, and assessment, including assessing communication in the clinical context, is discussed. Key features of how to implement assessment are presented including: establishing a system with both formative and summative approaches, providing feedback that enhances learning and establishing a multi-source and longitudinal assessment program.

CONCLUSIONS: The implementation of a reliable, valid, credible, feasible assessment method with specific educational relevance is essential for clinical communication teaching.

PRACTICE IMPLICATIONS: All assessment methods have strengths and limitations. Since assessment drives learning, assessment should be aligned with the purpose of the teaching program. Combining the use of different assessment formats, multiple observations, and independent measurements in different settings is advised.

Copyright © 2017 Elsevier B.V. All rights reserved.

Keywords: Assessment; Clinical communication; Communication skills; Feedback; Formative; Summative

MeSH terms

Publication Types