A longitudinal study of third-year medical students' communication competence, communication anxiety, and attitudes toward patient-centered care. Issue 5 (May 2022)

• Record Type: Journal Article
• Authors: Kerr, Anna M.; Thompson, Charee M.
• Is Part Of: Patient education and counseling. Volume 105:Issue 5(2022)
• Page Start: 1298
• Page End: 1304
• Publication Date: 2022-05
• Subjects: Medical education -- Communication competence -- Communication anxiety -- Patient-centered attitudes; 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.2021.09.004
• Languages: English
• ISSNs: 0738-3991

Abstract

Highlights: Students' communication competence and anxiety improved over the course of the third year. At each phase, students' patient-centered attitudes predicted their communication competence. At each phase, students' patient-centered attitudes significantly predicted their communication anxiety. Females reported significantly less information giving competence and more communication anxiety at each phase compared to males. Abstract: Objective: We investigated changes in medical students' communication competence and communication anxiety during their third year of training when they are immersed in formative clinical experiences that shape their patient-centered care and communication skills. Methods: We invited 282 students to complete a longitudinal, four-phase online survey during their third-year. Our response rate was 62.8% at Phase I (n = 177), 34.0% at Phase II (n = 96), 37.9% at Phase III (n = 107), and 48.9% at Phase IV (n = 138). Measures included communication competence, communication anxiety, and patient-centered attitudes and orientation. We employed hierarchical linear modeling to analyze the data. Results: Students' communication competence and anxiety improved over time. Female students reported greater communication anxiety and less competence related to information giving. At each phase, patient-centered attitudes significantly predicted communication competence and communication anxiety. Conclusion: Students' competence and anxiety regarding communication during medical encounters improve during their third year and are significantly influenced by their attitudes and orientation towards patient-centered care and communication. Practice implications: Schools should integrate curriculum that fosters positive attitudes toward patient-centered communication and provides opportunities to practice complex communication skills, which may increase competence and recognition that patient-centered communication is an important clinical skill.