Does it make sense to use written instruments to assess communication skills? Systematic review on the concurrent and predictive value of written assessment for performance.

Autor: Kiessling C; Chair for the Education of Personal and Interpersonal Competencies in Health Care, Witten/Herdecke University, Witten, Germany. Electronic address: claudia.kiessling@uni-wh.de., Perron NJ; Unit of Development and Research in Medical Education and Department of community health and medicine, Geneva Faculty of Medicine and Medical Directorate, Geneva University Hospitals, Geneva, Switzerland., van Nuland M; Academic Center for General Practice, Leuven University, Leuven, Belgium., Bujnowska-Fedak MM; Department of Family Medicine, Wroclaw Medical University, Wroclaw, Poland., Essers G; Network of GP Training Programs in the Netherlands, the Netherlands., Joakimsen RM; Department of Clinical Medicine, Faculty of Health Sciences, UIT The Arctic University of Norway and Department of Internal Medicine, University Hospital of North Norway, Tromsø, Norway., Pype P; Department of Public Health and Primary Care, Ghent University, Ghent, Belgium., Tsimtsiou Z; Department of Hygiene, Social-Preventive Medicine and Medical Statistics, School of Medicine, Aristotle University of Thessaloniki, Thessaloniki, Greece.
Jazyk: angličtina
Zdroj: Patient education and counseling [Patient Educ Couns] 2023 Mar; Vol. 108, pp. 107612. Date of Electronic Publication: 2022 Dec 23.
DOI: 10.1016/j.pec.2022.107612
Abstrakt: Objectives: To evaluate possible associations between learners' results in written and performance-based assessments of communication skills (CS), either in concurrent or predictive study designs.
Methods: Search included four databases for peer-reviewed studies containing both written and performance-based CS assessment. Eleven studies met the inclusion criteria.
Results: Included studies predominantly assessed undergraduate medical students. Studies reported mainly low to medium correlations between written and performance-based assessment results (Objective Structured Clinical Examinations or encounters with simulated patients), and gave correlation coefficients ranging from 0.13 to 0.53 (p < 0.05). Higher correlations were reported when specific CS, like motivational interviewing were assessed. Only a few studies gave sufficient reliability indicators of both assessment formats.
Conclusions: Written assessment scores seem to predict performance-based assessments to a limited extent but cannot replace them entirely. Reporting of assessment instruments' psychometric properties is essential to improve the interpretation of future findings and could possibly affect their predictive validity for performance.
Practice Implications: Within longitudinal CS assessment programs, triangulation of assessment including written assessment is recommended, taking into consideration possible limitations. Written assessments with feedback can help students and trainers to elaborate on procedural knowledge as a strong support for the acquisition and transfer of CS to different contexts.
Competing Interests: Declaration of competing interest The authors not have any conflicts of interest that might be interpreted as influencing the research.
(Copyright © 2023 Elsevier B.V. All rights reserved.)
Databáze: MEDLINE
Externí odkaz: