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Shibli-Rahhal A, Brenneman A, McVancel M, et al. A Practical Approach to Integrating Communication Skills and Early Clinical Experience into the Preclinical Medical School Curriculum. Med Sci Educ. 2019;29(4):947-957doi: 10.1007/s40670-019-00779-1.
Shibli-Rahhal, A., Brenneman, A., McVancel, M., & Rosenbaum, M. (2019). A Practical Approach to Integrating Communication Skills and Early Clinical Experience into the Preclinical Medical School Curriculum. Medical science educator, 29(4), 947-957. https://doi.org/10.1007/s40670-019-00779-1
Shibli-Rahhal, Amal, et al. "A Practical Approach to Integrating Communication Skills and Early Clinical Experience into the Preclinical Medical School Curriculum." Medical science educator vol. 29,4 (2019): 947-957. doi: https://doi.org/10.1007/s40670-019-00779-1
Shibli-Rahhal A, Brenneman A, McVancel M, Rosenbaum M. A Practical Approach to Integrating Communication Skills and Early Clinical Experience into the Preclinical Medical School Curriculum. Med Sci Educ. 2019 Jul 29;29(4):947-957. doi: 10.1007/s40670-019-00779-1. eCollection 2019 Dec. PMID: 34457571; PMCID: PMC8368819.
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Med Sci Educ. 2019 Jul 29;29(4):947-957. doi: 10.1007/s40670-019-00779-1. eCollection 2019 Dec.

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

Medical science educator

Amal Shibli-Rahhal, Anthony Brenneman, Megan McVancel, Marcy Rosenbaum

Affiliations

  1. Department of Internal Medicine, University of Iowa Carver College of Medicine, 1216H MERF, 375 Newton Rd, Iowa City, IA 52242-2600 USA.
  2. Physician Assistant Program, University of Iowa Carver College of Medicine, Iowa City, IA USA.
  3. University of Iowa Carver College of Medicine, Iowa City, IA USA.
  4. Office of Consultation and Research in Medical Education and Department of Family Medicine, University of Iowa Carver College of Medicine, Iowa City, IA USA.

PMID: 34457571 PMCID: PMC8368819 DOI: 10.1007/s40670-019-00779-1

Abstract

BACKGROUND: 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.

METHODS: 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.

RESULTS: 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.

CONCLUSIONS: ECE with focused goals, critical analyses, and small group debriefing can be used to effectively teach and reinforce formal classroom CS training.

© International Association of Medical Science Educators 2019.

Keywords: Communication skills; Early clinical experience; Integration; Preceptorship; Preclinical

Conflict of interest statement

Conflict of InterestThe authors declare that they have no competing interests.

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