The role of emotional competencies in predicting medical students' attitudes towards communication skills training. Issue 10 (October 2021)

• Record Type: Journal Article
• Authors: Givron, Hélène; Desseilles, Martin
• Is Part Of: Patient education and counseling. Volume 104:Issue 10(2021)
• Page Start: 2505
• Page End: 2511
• Publication Date: 2021-10
• Subjects: Attitudes -- Emotional competencies -- Communication training -- Medical students; Patient education -- Periodicals; Health counseling -- Periodicals; Health education -- Periodicals; Counseling -- Periodicals; Patient Education -- Periodicals; Éducation des patients -- Périodiques; Counseling -- Périodiques; Éducation sanitaire -- Périodiques; 615.5071
• DOI: 10.1016/j.pec.2021.03.015
• Languages: English
• ISSNs: 0738-3991

Abstract

Highlights: 17% of the variance in positive attitudes towards CST is explained by emotional competences. 16% of the variance in negative attitudes towards CST is explained by emotional competences. High competencies in using oneʼs emotions and listening to the emotions of others are associated with positive attitudes. When studying attitudes towards CST, emotional competences are a factor that cannot be ignored. Abstract: Objectives: This study aims to investigate whether stress, depression and emotional competencies can help to predict medical students' attitudes towards communication skills training (CST). Anxiety and negative attitudes towards CST have been shown to be linked. Conversely, emotional competencies (EC) were associated with positive attitudes. Exploring these psycho(patho)logical variables therefore seems to be a promising approach to better understanding, or even modifying, attitudes towards CST. Methods: 179 third year medical students were asked to complete the Communication Skills Attitude Scale (CSAS), the Perceived Stress Scale (PSS), the Montgomery-Asberg Depression Rating Scale Self-assessment (MADRS-S) and the Profile of Emotional Competence (PEC). Results: 168 students completed the entire questionnaire. The stepwise regression model first revealed that, taken together, intrapersonal EC "Utilization" and interpersonal EC "Expression" account for 17% of the variance in positive attitudes. Secondly, taken together, intrapersonal EC "Utilization" and interpersonal EC "Expression" account for 16% of the variance in negative attitudes. Conclusion: The more competent a student is in "Utilization" and "Expression", the more positive attitudes and the less negative attitudes he/she has towards CST. In addition, measuring a large set of bio-psycho-social factors might be a way of capturing more variance in attitudes towards CST. Practice implications: In the study of variables influencing attitudes towards CST, emotional competencies cannot be ignored. The context of the medical consultation encourages the discussion of various emotions felt by the patient. As educationalists, we should prepare the student for this by integrating the notion of EC within the CST.