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dc.contributor.authorWiskin, Connie
dc.contributor.authorDoherty, Eva
dc.contributor.authorvon Fragstein, Martin
dc.contributor.authorLaidlaw, Anita Helen
dc.contributor.authorSalisbury, Helen
dc.date.accessioned2014-04-07T14:01:01Z
dc.date.available2014-04-07T14:01:01Z
dc.date.issued2013-07-08
dc.identifier.citationWiskin , C , Doherty , E , von Fragstein , M , Laidlaw , A H & Salisbury , H 2013 , ' How do United Kingdom (UK) medical schools identify and support undergraduate medical students who ‘fail’ communication assessments? : A national survey ' BMC Medical Education , vol 13 , 95 . DOI: 10.1186/1472-6920-13-95en
dc.identifier.issn1472-6920
dc.identifier.otherPURE: 55549834
dc.identifier.otherPURE UUID: 17146e3d-fd77-4ca8-b2c3-0a466a38a10b
dc.identifier.otherScopus: 84879809695
dc.identifier.urihttp://hdl.handle.net/10023/4559
dc.description.abstractBackground The doctor’s ability to communicate effectively (with patients, relatives, advocates and healthcare colleagues) relates directly to health outcomes, and so is core to clinical practice. The remediation of medical students’ clinical communication ability is rarely addressed in medical education literature. There is nothing in the current literature reporting a contemporary national picture of how communication difficulties are managed, and the level of consequence (progression implications) for students of performing poorly. This survey aimed to consolidate practices for identifying and processes for managing students who ‘fail’ communication assessments across all UK medical schools. Methods Data were collected via an email survey to all leads for clinical communication in all UK Medical Schools for the UK Council for Clinical Communication in Undergraduate Medical Education. Results All but two participating Schools reported some means of support and/or remediation in communication. There was diversity of approach, and variance in the level of systemisation adopted. Variables such as individuality of curricula, resourcing issues, student cohort size and methodological preferences were implicated as explaining diversity. Support is relatively ad hoc, and often in the hands of a particular dedicated individual or team with an interest in communication delivery with few Schools reporting robust, centralised, school level processes. Conclusions This survey has demonstrated that few Medical Schools have no identifiable system of managing their students’ clinical communication difficulties. However, some Schools reported ad hoc approaches and only a small number had a centralised programme. There is scope for discussion and benchmarking of best practice across all Schools with allocation of appropriate resources to support this.en
dc.language.isoeng
dc.relation.ispartofBMC Medical Educationen
dc.rights© 2013 Wiskin et al.; licensee BioMed Central Ltd. This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/2.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.en
dc.subjectClinical communicationen
dc.subjectAssessmenten
dc.subjectSurveyen
dc.subjectSupporten
dc.subjectR Medicine (General)en
dc.subject.lccR1en
dc.titleHow do United Kingdom (UK) medical schools identify and support undergraduate medical students who ‘fail’ communication assessments? : A national surveyen
dc.typeJournal articleen
dc.description.versionPublisher PDFen
dc.contributor.institutionUniversity of St Andrews. School of Medicineen
dc.contributor.institutionUniversity of St Andrews. Centre for Higher Education Researchen
dc.contributor.institutionUniversity of St Andrews. Health Psychologyen
dc.identifier.doihttps://doi.org/10.1186/1472-6920-13-95
dc.description.statusPeer revieweden


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