The Students’ Feedbacks on Comunication Skills Practices in Ankara University Faculty of Medicine
Abstract
Objectives: The aim of the study is to evaluate the results of student feedbacks about their communication skills practices in Ankara University Faculty of Medicine.
Materials and Methods: Data were collected from prepared feedback forms which the students were asked to fill about their communication skills practices retrospectively. During 2010-2017 academic years, 1831 from the second-year and 1831 from the third-year students participated in the study. Year-specific feedback forms about communication skills practices were developed for each year. The form’s items were prepared as 3-point Likert scale (1: Yes/useful, 2: No/useless, 3: Not sure). Data were presented as frequency and percentage (%).
Results: According to the findings, the students were satisfied with the communication skills practices in terms of content, process, educators, standardized patients, learning materials and learning environment. When the second-year students’ feedbacks were examined in general, we found that the items with the highest rate of “Yes” answers were the items of the students’ satisfaction with their educators (89.4% and 89.5%) and the items with the highest rate of “No” answers were the items of increasing the course duration (56.4% and 64.2%). When the third-year students’ feedbacks were examined, we found that the item with the highest rate of “Yes” answer was the item of the students’ satisfaction with their educators (95.9%) and the items with the highest rate of “No” answers were the items of increasing the course duration (69.5% and 68.7%) and the item of the preparation before course (50.49%).
Conclusion: Positive feedbacks show that the students are generally satisfied with their communication skills practices, educators and standardized
patients.
Keywords
Medical Education, Communication Skills Training, Student Feedback
Ethical Statement
Etik Kurul Onayı: Ankara Üniversitesi Etik Kurulu’ndan
gerekli etik kurul onayı alınmıştır (tarih: 13/04/2017, karar
sayısı: 123).
Hasta Onayı: Çalışma retrospektif veri analizi olarak
düzenlendiğinden ve herhangi bir girişim içermediğinden
hastalardan onam alınmadı.
Hakem Değerlendirmesi: Editörler kurulunun dışından olan
kişiler tarafından değerlendirilmiştir.
References
- 1. Gürüz D, Temel Eginli A. İletişim becerileri anlamak-anlatmak- anlaşmak. Ankara: Nobel Tıp Kitabevleri; 2013.
- 2. Dökmen Ü. Kişilerarası iletişim çatışmaları. Sanatta ve Günlük Yaşamda İletişim Çatışmaları ve Empati. 57. Basım. İstanbul: Remzi Kitabevi; 2017.
- 3. Korkut F. İletişim becerilerini değerlendirme ölçeğinin geliştirilmesi: güvenirlik ve geçerlik çalışması. Türk Psikolojik Danışma ve Rehberlik Dergisi. 1996;2:18-23.
- 4. Korkut F. Yetişkinlere Yönelik İletişim Becerileri Eğitimi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi. 2005;28:143-149.
- 5. Atici E. Hasta-Hekim ilişkisi kavramı. Uludağ Üniversitesi Tıp Fakültesi Dergisi. 2007;33:45-50.
- 6. Zolnierek KB, Dimatteo MR. Physician communication and patient adherence to treatment: a meta-analysis. Med Care. 2009;47:826-834.
- 7. Larson EB, Yao X. Clinical empathy as emotional labor in the patientphysician relationship. JAMA. 2005;293:1100-1106.
- 8. Shapiro J. How do physicians teach empathy in the primary care setting? Acad Med. 2002;77:323-328.
- 9. GordonT, Edwards WS. Doktor-hasta işbirliği hastanın bakımıyla ilgilenen herkes için gerekli iletişim becerileri. İstanbul: Sistem Yayıncılık; 1997.
- 10. Ozcakir A. Tıp eğitiminde iletişim ve klinik beceriler dersi verilmeli mi?: İntern öğrenci görüşleri. Turkiye Klinikleri Tıp Bilimleri Dergisi. 2002;22:185-189.