Impact of an assessment-based training module on communication skills in phase I indian medical undergraduates

Abstract

Introduction: Good communication skills (CSs) are not only the crux of a good doctor–patient relationship but also the foundation over which any human relationship is based. The aim of this study was to assess the impact of training on CS in Phase I MBBS students in a Government Medical College in West Bengal, India. Materials and Methods: One hundred and eighty-four Phase I medical students were trained on how to communicate properly with their peers, seniors, teachers, college authorities, department staff, patient relatives, and other health professionals. Each participant underwent a set of three assessments (presession, postsession, and late postsession) for both knowledge and skills in CS. After postsession assessment, feedback by the faculties and peers was provided and reflections were obtained from the participants. A prevalidated questionnaire and Gap-Kalamazoo CS Assessment Form (with some modification) were used for knowledge and skill's assessment, respectively. At the end of the module, feedback was collected from the participants. Data were tabulated and results were compared and interpreted. Results: Mean score and standard deviation for knowledge assessment were 5.29 ± 1.35, 9 ± 1.20 and 8.55 ± 0.97 in T1, T2, and T3 and for skills' score were 17.78 ± 4.89, 26.32 ± 5.04 and 30.77 ± 3.66 in SA1, SA2, and SA3, respectively. Most participants showed improvement in T2 with mean improvement score (T2–T1) of 79.57 ± 47.25 and mean retention score (T3–T1) of 71.9 ± 47.84. About 52% of participants showed deterioration in T3 with late deterioration score (T3–T2) of − 4.06 ± 11.42. 33% showed no change in knowledge, i.e., they retained their improvements, whereas 15% showed further improvement. Fifty-two percent of participants showed skills' improvement by scores of 7–12, 43% showed retention by 13–18, and late deterioration was shown by 82%, their scores dropped by 0–6. Conclusion: The training module was successfully implemented, and participants appreciated this type of participant centric assessment-based teaching learning module. They learned about the effective ways of communication in a fun manner and were determined to apply all that they have learned.