Evaluation of skills lab communication training in a bachelor's programme in psychology based on communicative self-efficacy.

Abstract

Aim: The aim of this study is to test and evaluate a one-time communication training session.

Methods: The focus of the evaluation is on the self-assessed communicative self-efficacy (SE-12) of students in the undergraduate degree programme in psychology before and after completing the communication training in the skills lab, during which simulated patients were used. The communication training was also evaluated by the students, and both positive feedback and suggestions for improvement were recorded. To do this, a quantitative study with a quasi-experimental design and a retrospective pre-post measurement (then-test) was conducted. The sample consists of 16 students in the undergraduate psychology programme at the SRH University of Applied Sciences Campus Gera (age: M=20.9, SD=1.7; 87.5% female). The available data was analysed descriptively and using t-tests.

Results: The results show that students who completed the communication training report significantly higher communicative self-efficacy than prior to the communication training (t(15)=-6.04, p<.001, d=.75). Furthermore, the students rated the communication training positively.

Conclusion: From the results, it can be concluded that simulation-based communication training can positively influence psychology students' communicative self-efficacy and that they rate the training positively. Communication training can be viewed as an important means to implement the mandated teaching of professionally relevant skills to psychology students in order to prepare them for professional participation in the labour market.