Optimizing simulated interviews and feedback to maximize medical students' self-efficacy in real time.
Feedback
Self-efficacy
Simulated interview
Simulated patients
Journal
BMC medical education
ISSN: 1472-6920
Titre abrégé: BMC Med Educ
Pays: England
ID NLM: 101088679
Informations de publication
Date de publication:
07 Jun 2022
07 Jun 2022
Historique:
received:
31
08
2021
accepted:
23
05
2022
entrez:
7
6
2022
pubmed:
8
6
2022
medline:
10
6
2022
Statut:
epublish
Résumé
Self-efficacy is crucial in improving medical students' communication skills. This study aims to clarify where medical students' self-efficacy is greatest following an interview with a simulated patient and subsequent feedback. A total of 162 medical students (109 men, 53 women) in their fourth or fifth year at a university in Japan participated in this study. The degree of self-efficacy in medical interviewing was measured before and after a medical interview with a simulated patient, and after the subsequent feedback session. ANOVA analysis revealed that self-efficacy for medical interviews was higher after both the interview and the feedback session than before the interview. Among all three time points, self-efficacy was highest after the feedback session. Feedback following a simulated interview with a simulated patient is important to improve the self-efficacy of medical students when learning medical interviewing skills.
Sections du résumé
BACKGROUND
BACKGROUND
Self-efficacy is crucial in improving medical students' communication skills. This study aims to clarify where medical students' self-efficacy is greatest following an interview with a simulated patient and subsequent feedback.
METHODS
METHODS
A total of 162 medical students (109 men, 53 women) in their fourth or fifth year at a university in Japan participated in this study. The degree of self-efficacy in medical interviewing was measured before and after a medical interview with a simulated patient, and after the subsequent feedback session.
RESULTS
RESULTS
ANOVA analysis revealed that self-efficacy for medical interviews was higher after both the interview and the feedback session than before the interview. Among all three time points, self-efficacy was highest after the feedback session.
CONCLUSIONS
CONCLUSIONS
Feedback following a simulated interview with a simulated patient is important to improve the self-efficacy of medical students when learning medical interviewing skills.
Identifiants
pubmed: 35672701
doi: 10.1186/s12909-022-03512-6
pii: 10.1186/s12909-022-03512-6
pmc: PMC9172145
doi:
Types de publication
Journal Article
Langues
eng
Sous-ensembles de citation
IM
Pagination
438Subventions
Organisme : Research Grant for Medical Education in Japan
ID : 2020
Informations de copyright
© 2022. The Author(s).
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