Teaching Medical Students Skills for Effective Communication With Patients Who Have Communication Disorders
| Autor: | Kathryn M. Yorkston, Michael Burns, Karen A. McDonough, Carolyn Baylor, Helen Mach |
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| Rok vydání: | 2019 |
| Předmět: |
Adult
Male Washington 030506 rehabilitation Linguistics and Language Speech-Language Pathology Interview media_common.quotation_subject education MEDLINE Young Adult 030507 speech-language pathology & audiology 03 medical and health sciences Speech and Hearing Aphasia Health care Developmental and Educational Psychology medicine Humans Curriculum Research Articles media_common Self-efficacy Physician-Patient Relations Medical education business.industry Communication Cognition Self Efficacy Otorhinolaryngology Communication Disorders Female Clinical Competence medicine.symptom 0305 other medical science business Psychology Autonomy Education Medical Undergraduate |
| Zdroj: | American Journal of Speech-Language Pathology. 28:155-164 |
| ISSN: | 1558-9110 1058-0360 |
| Popis: | Purpose Patients with communication impairments including speech, language, cognition, or hearing disorders face many barriers to communication in health care settings. These patients report loss of autonomy in health care decision making, are at increased risk for medical errors, and are less satisfied with health care than patients without communication disorders. Although medical students receive training in effective patient–provider communication, most of this training assumes patients have intact communication abilities. Medical students and other health care providers are often unprepared to meet the communication needs of patients with communication disorders in health care encounters. The purpose of this study was to assess the impact of a curriculum for training medical students to communicate effectively with patients who have a range of communication disorders. Method Twenty-six 2nd-year medical students volunteered for assessments before and after a required workshop in a class. This workshop included instruction about different types of communication disorders and communication strategies, followed by practice with standardized patients portraying different communication disorders. Outcome measures included a knowledge test, ratings of self-efficacy, and evaluation of students' skills when interviewing standardized patients portraying aphasia and dysarthria. Results Medical students demonstrated significant improvements in knowledge, self-efficacy, and use of recommended communication techniques. Conclusions The curriculum appeared effective in changing medical students' knowledge and skills for working with patients with communication disorders. Equipping medical students to meet the needs of patients with communication disorders is 1 key element for improving the quality of health care for this patient population. |
| Databáze: | OpenAIRE |
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