| Autor: |
Gilligan C; Bond University, Robina, QLD, Australia.; EACH: International Association for Communication in Healthcare, Salisbury, UK., Bujnowska-Fedak MM; EACH: International Association for Communication in Healthcare, Salisbury, UK.; Department of Family Medicine, Wroclaw Medical University, Wrocław, Poland., Essers G; EACH: International Association for Communication in Healthcare, Salisbury, UK.; National Network for GP Training Programs, Utrecht, the Netherlands., Frerichs W; EACH: International Association for Communication in Healthcare, Salisbury, UK.; Department of Medical Psychology, University Medical Centre Hamburg-Eppendorf (UKE), Hamburg, Germany., Brinke DJ; Department Educational Development and Research and the School of Health Professions Education, Maastricht University, Maastricht, Netherlands., Junod Perron N; EACH: International Association for Communication in Healthcare, Salisbury, UK.; Geneva Faculty of medicine and University Hospitals, Geneva, Switzerland., Kiessling C; EACH: International Association for Communication in Healthcare, Salisbury, UK.; Witten/Herdecke University, Faculty of Health, Chair for the Education of Personal and Interpersonal Competencies in Health Care, Witten, Germany., Pype P; EACH: International Association for Communication in Healthcare, Salisbury, UK.; Department of Public Health and Primary Care, Ghent University, Gent, Belgium., Tsimtsiou Z; EACH: International Association for Communication in Healthcare, Salisbury, UK.; Department of Hygiene, Social - Preventive Medicine and Medical Statistics, School of Medicine, Aristotle University of Thessaloniki, Thessaloniki, Greece., Van Nuland M; EACH: International Association for Communication in Healthcare, Salisbury, UK.; Department of Public Health and Primary Care, KU Leuven - University of Leuven, Leuven, Belgium., Wilkinson TJ; University of Otago, Christchurch, New Zealand., Rosenbaum M; EACH: International Association for Communication in Healthcare, Salisbury, UK.; Department of Family Medicine, University of Iowa Carver College of Medicine, Iowa, US. |
| Abstrakt: |
Despite the increasing inclusion of communication skills in accreditation standards and an increase in time dedicated to teaching these skills, communication is often regarded as a separate skill and is therefore, not consistently represented in overall systems of assessment in Health Professions Education (HPE). The ascendence of competency-based medical education, programmatic assessment, artificial intelligence, and widespread use of telehealth, alongside changing patient expectations warrant an update in thinking about the assessment of communication skills in health professions education. This consensus statement draws on existing literature, expert pinion, and emerging challenges to situate the assessment of communication skills in the contemporary health professions education context. The statement builds on previous work to offer an update on the topic and include new developments related to assessment, particularly: the challenges and opportunities associated with systems of assessment; patient and peer perspectives in assessment; assessment of interprofessional communication, cross-cultural communication, digital communication; and assessment using digital technologies. Consensus was reached through extensive discussion among the authors and other experts in HPE, exploration of the literature, and discussion during an Ottawa 2024 conference workshop. The statement puts forward a summary of available evidence with suggestions for what educators and curriculum developers should consider in their planning and design of the assessment of communication. |
