Ghent University Academic Bibliography

Advanced

Impact of three alternative consultation training formats on self-efficacy and consultation skills of medical students

Leen Aper UGent, Jan Reniers UGent, Sebastiaan Koole UGent, Martin Valcke UGent and Anselme Derese UGent (2012) MEDICAL TEACHER. 34(7). p.e500-e507
abstract
Background: Conducting a consultation is a core competence of medical professionals. Consultation training of medical students centers on clinical, communication, reasoning and reflection skills. The training incorporates practice with a standardized simulated patient and supervising physician, to prepare for real patient encounters. To meet the request for more training, while dealing with an increasing student population and limited staff availability, alternative formats of consultation training were developed and evaluated. Aim: To investigate the impact of three consultation training formats on students' self-efficacy beliefs and their consultation skills acquisition. The three formats comprised (1) traditional training with supervising physician, (2) autonomous training with feedback from simulated patients and peers, without direct supervision and (3) online training based on video fragments and answering guiding questions. Methods: A quasi-experimental pre/posttest study was set up, with random assignment of students to a training condition. The differential impact was tested on two dependent measures: self-efficacy and consultation performance. Self-efficacy was tested with a nine-item scale and the cognitive component of consultation performance was tested on the base of responses to a standardized video case. Results: The autonomous training has a significant positive effect on students' self-efficacy (p = 0.016). The traditional training and the online training did only positively influence the cognitive component of the consultation competence (p < 0.001 and p = 0.003). Conclusions: Each consultation training contributes to the learning process in a different way. In order to achieve optimum learning effects, medical educators should be aware of the particular impact of specific trainings on the cognitive and motivational side of skills and pursue a balanced mixture of instructional formats.
Please use this url to cite or link to this publication:
author
organization
year
type
journalArticle (original)
publication status
published
subject
keyword
COMMUNICATION-SKILLS, PATIENT RELATIONSHIP, INTERVIEWING SKILLS, HISTORY-TAKING, CURRICULUM, FEEDBACK, PERFORMANCE, CONFIDENCE, EXPERIENCES
journal title
MEDICAL TEACHER
Med. Teach.
volume
34
issue
7
pages
e500 - e507
Web of Science type
Article
Web of Science id
000305905800005
JCR category
EDUCATION, SCIENTIFIC DISCIPLINES
JCR impact factor
1.824 (2012)
JCR rank
5/34 (2012)
JCR quartile
1 (2012)
ISSN
0142-159X
DOI
10.3109/0142159X.2012.668627
language
English
UGent publication?
yes
classification
A1
copyright statement
I have transferred the copyright for this publication to the publisher
id
2964364
handle
http://hdl.handle.net/1854/LU-2964364
date created
2012-07-26 09:10:37
date last changed
2015-06-17 10:12:04
@article{2964364,
  abstract     = {Background: Conducting a consultation is a core competence of medical professionals. Consultation training of medical students centers on clinical, communication, reasoning and reflection skills. The training incorporates practice with a standardized simulated patient and supervising physician, to prepare for real patient encounters. To meet the request for more training, while dealing with an increasing student population and limited staff availability, alternative formats of consultation training were developed and evaluated. 
Aim: To investigate the impact of three consultation training formats on students' self-efficacy beliefs and their consultation skills acquisition. The three formats comprised (1) traditional training with supervising physician, (2) autonomous training with feedback from simulated patients and peers, without direct supervision and (3) online training based on video fragments and answering guiding questions. 
Methods: A quasi-experimental pre/posttest study was set up, with random assignment of students to a training condition. The differential impact was tested on two dependent measures: self-efficacy and consultation performance. Self-efficacy was tested with a nine-item scale and the cognitive component of consultation performance was tested on the base of responses to a standardized video case. 
Results: The autonomous training has a significant positive effect on students' self-efficacy (p = 0.016). The traditional training and the online training did only positively influence the cognitive component of the consultation competence (p {\textlangle} 0.001 and p = 0.003). 
Conclusions: Each consultation training contributes to the learning process in a different way. In order to achieve optimum learning effects, medical educators should be aware of the particular impact of specific trainings on the cognitive and motivational side of skills and pursue a balanced mixture of instructional formats.},
  author       = {Aper, Leen and Reniers, Jan and Koole, Sebastiaan and Valcke, Martin and Derese, Anselme},
  issn         = {0142-159X},
  journal      = {MEDICAL TEACHER},
  keyword      = {COMMUNICATION-SKILLS,PATIENT RELATIONSHIP,INTERVIEWING SKILLS,HISTORY-TAKING,CURRICULUM,FEEDBACK,PERFORMANCE,CONFIDENCE,EXPERIENCES},
  language     = {eng},
  number       = {7},
  pages        = {e500--e507},
  title        = {Impact of three alternative consultation training formats on self-efficacy and consultation skills of medical students},
  url          = {http://dx.doi.org/10.3109/0142159X.2012.668627},
  volume       = {34},
  year         = {2012},
}

Chicago
Aper, Leen, Jan Reniers, Sebastiaan Koole, Martin Valcke, and Anselme Derese. 2012. “Impact of Three Alternative Consultation Training Formats on Self-efficacy and Consultation Skills of Medical Students.” Medical Teacher 34 (7): e500–e507.
APA
Aper, L., Reniers, J., Koole, S., Valcke, M., & Derese, A. (2012). Impact of three alternative consultation training formats on self-efficacy and consultation skills of medical students. MEDICAL TEACHER, 34(7), e500–e507.
Vancouver
1.
Aper L, Reniers J, Koole S, Valcke M, Derese A. Impact of three alternative consultation training formats on self-efficacy and consultation skills of medical students. MEDICAL TEACHER. 2012;34(7):e500–e507.
MLA
Aper, Leen, Jan Reniers, Sebastiaan Koole, et al. “Impact of Three Alternative Consultation Training Formats on Self-efficacy and Consultation Skills of Medical Students.” MEDICAL TEACHER 34.7 (2012): e500–e507. Print.