Communication skills knowledge, understanding and OSCE performance in medical trainees: A multivariate prospective study using structural equation modelling

Medical Education

Volumn 36, Issue 9, 2002, Pages 842-852

  Humphris, G M ^a  

^a UNIVERSITY OF MANCHESTER   (United Kingdom)

Author keywords

*Communication; Education, medical, undergraduate *methods; Educational measurement; England; Professional competence; Prospective studies

Indexed keywords

ARTICLE; CLINICAL EXAMINATION; COGNITION; COHORT ANALYSIS; CONTROLLED STUDY; CURRICULUM; HUMAN; HUMAN EXPERIMENT; INTERPERSONAL COMMUNICATION; MEDICAL EDUCATION; MEDICAL STUDENT; MULTIVARIATE ANALYSIS; NORMAL HUMAN; PERFORMANCE; PREDICTION;

CLINICAL COMPETENCE; COMMUNICATION; CURRICULUM; EDUCATION, MEDICAL, UNDERGRADUATE; EDUCATIONAL MEASUREMENT; ENGLAND; FACTOR ANALYSIS, STATISTICAL; HUMANS; PROSPECTIVE STUDIES;

EID: 0036400224     PISSN: 03080110     EISSN: None     Source Type: Journal    
DOI: 10.1046/j.1365-2923.2002.01295.x     Document Type: Article

References (31)

1. Patel V, Glaser R, Arocha J. Cognition and expertise: acquisition of medical competence. Clin Investment Med 2000;23(4):256-60.
2. Patel V, Arocha J, Kaufman D. Expertise and tacit knowledge in medicine. In: Sternberg R, Horvath J, eds. Tacit Knowledge in Professional Practice: Researcher and Practitioner Perspectives. Mahwah NJ: Lawrence Erlbaum 1999;75-99.
3. Cimino J. Development of expertise in medical practice. In: Sternberg R, Horvath J, eds. Tacit Knowledge in Professional Practice: Researcher and Practitioner Perspectives. Mahwah NJ: Lawrence Erlbaum 1999;100-20.
4. Shirley D, Langan-Fox J. Intuition: a review of the literature. Psychol Reports 1996;79:563-84.
5. Reber A. Implicit learning and tacit knowledge. J Exp Psychol: General 1989;118:219-35.
6. Sternberg R. A balance theory of wisdom. Rev General Psychol 1998;2(4):347-65.
7. Dickson D, Hargie O, Morrow N. Communication Skills Training for Health Professionals: an Instructor's Handbook. London: Chapman & Hall 1989.
8. Kurtz S, Silverman J, Draper J. Teaching and Learning Communication Skills in Medicine. Abingdon: Radcliffe Medical Press 1998.
9. Hargie O, Dickson D, Boohan M, Hughes K. A survey of communication skills training in UK schools of medicine: present practices and prospective proposals. Med Educ 1998;32(1):25-34.
10. Humphris G, Kaney S. The Liverpool brief assessment system for communication skills in the making of doctors. Adv Health Sci Education 2001;6:69-80.
11. Humphris G, Kaney S. Assessing the development of communication skills in undergraduate medical students. Med Educ 2001;35:225-31.
12. Schmidt H, Moust J. What makes a tutor effective? A structural equations modelling approach to learning in problem-based curricula. Acad Med 1995;70:708-14.
13. Ten Cate O. What happens to the student? The neglected variable in educational outcome research. Adv Health Sci Education 2001;6:81-8.
14. Humphris G, Kaney S. The objective structured video exam for assessment of communication skills. Med Educ 2000;34(11):939-45.
15. Humphris G, Kaney S. Examiner fatigue in communication skills OSCEs. Med Educ 2001;35:444-9.
16. Anderson J, Gerbing D. Structural equation modelling in practice: a review and recommended two-step approach. Psychol Bull 1988;103:411-23.
17. Maruyama G. Basics of Structural Equation Modelling. California: Sage 1998.
18. Bollen K, Long J. Testing Structural Equation Models. California: Sage 1993.
19. Hu L, Bentler P. Cuttoff criteria for fit indices in co-variance criteria versus new alternatives. Structural Equation Modelling 1999;6:1-55.
20. Carmines E, McIver J. Analysing models with unobserved variables: analysis of co-variance structures. In: Bohrnstedt G, Borgatta E, eds. Social Measurement: Current Issues. California: Sage 1981;65-115.
21. Kline R. Principles and Practice of Structural Equation Modelling. New York: Guilford Press 1998.
22. Sternberg R. What do we know about tacit knowledge? Making the tacit become explicit. In: Sternberg R, Horvath J, eds. Tacit Knowledge in Professional Practice: Researcher and Practitioner Perspectives. Mahwah, NJ: Lawrence Erlbaum 1999;215-30.
23. Hatsopoulos N, Hatsopoulos G. The role of tacit knowledge in management. In: Sternberg R, Horvath, J, eds. Tacit Knowledge in Professional Practice: Researcher and Practitioner Perspectives. Mahwah, NJ: Lawrence Erlbaum 1999;140-53.
24. Minstrell J. Expertise in teaching. In: Sternberg R, Horvath J, eds. Tacit Knowledge in Professional Practice: Researcher and Practitioner Perspectives. Mahwah, NJ: Lawrence Erlbaum 1999;215-30.
25. Jolly B, Jones A, Dacre J, Elzubeir M, Kopelman P, Hitman G. Relationships between students' clinical experiences in introductory clinical courses and their performances on an objective structured clinical examination (OSCE). Acad Med 1996;8:909-16.
26. Kinderman P, Humphris G. The role of cognitive schemata in clinical communication skills training. Med Educ 1995;29:436-42.
27. Parle M, Maguire P, Heaven C. The development of a training model to improve health professionals' skills, self-efficacy and outcome expectancies when communicating with cancer patients. Social Sci Med 1997;44 (2):231-40.
28. Sternberg R, Wagner R, Williams W, Horvath J. Testing common sense. Am Psychologist 1995;50:912-27.
29. Cliff N. Some cautions concerning the application of causal modelling methods. Multivariate Behav Res 1983;18:115-26.
30. Marteau T, Wynee G, Kaye W, Evans T. Resuscitation experience without feedback increases confidence but not skill. BMJ 1990;300:849-50.
31. McManus I, Richards P, Winder B, Sproston K. Clinical experience, performance in final examinations, and learning style in medical students: prospective study. BMJ 1998;316:345-50.