PEDIATRICS Vol. 60 No. 2 August 1977, pp. 165-169
This Article
Right arrow Full Text (PDF)
Right arrow P3Rs: Submit a response
Right arrow Alert me when this article is cited
Right arrow Alert me when P3Rs are posted
Right arrow Alert me if a correction is posted
Services
Right arrow E-mail this article to a friend
Right arrow Similar articles in this journal
Right arrow Similar articles in PubMed
Right arrow Alert me to new issues of the journal
Right arrow Add to My File Cabinet
Right arrow Download to citation manager
Right arrow reprints & permissions
Citing Articles
Right arrow Citing Articles via HighWire
Right arrow Citing Articles via CrossRef
Right arrow Citing Articles via Google Scholar
Google Scholar
Right arrow Articles by Stillman, P. L.
Right arrow Articles by Redfield, D. L.
Right arrow Search for Related Content
PubMed
Right arrow PubMed Citation
Right arrow Articles by Stillman, P. L.
Right arrow Articles by Redfield, D. L.

Use of Trained Mothers to Teach Interviewing Skills to First-Year Medical Students: A Follow-up Study

Paula L. Stillman M.D.1, Darrell L. Sabers Ph.D.1, and Doris L. Redfield B.M.1

1 Departments of Pediatrics and Medical Education, University of Arizona College of Medicine, Tucson

This report describes an attempt to evaluate the effectiveness of "trained mother" interviews early in the medical school curriculum. As an adjunct to a first-year course that teaches interviewing techniques, half of the students were exposed to an interview with one of three trained mothers early in the course. This treatment interview was immediately followed by a feedback session which concentrated on the content and process of interviewing. At the end of the course, all students had an evaluative interview. Those students who had an initial interview and feedback session with a trained mother scored significantly higher on both the content and process of their interviews than the control group. This technique is an effective and efficient way to teach interviewing skills to medical students prior to entering any of their clinical clerkships. A follow-up assessment conducted one year later indicated that one interview with a trained mother is sufficient for optimal learning and that the skills learned are retained over at least that period of time.

Submitted on May 26, 1976
Accepted on December 20, 1976




This article has been cited by other articles:


Home page
 Eval Health ProfHome page
S. Smith, J. L. Hanson, L. R. Tewksbury, C. Christy, N. J. Talib, M. A. Harris, G. L. Beck, and F. M. Wolf
Teaching Patient Communication Skills to Medical Students: A Review of Randomized Controlled Trials
Eval Health Prof, March 1, 2007; 30(1): 3 - 21.
[Abstract] [PDF]

Home page
 Topics in Early Childhood Special EducationHome page
P. J. Winton and D. B. Bailey Jr.
Early Intervention Training Related to Family Interviewing
Topics in Early Childhood Special Education, January 1, 1990; 10(1): 50 - 62.
[Abstract] [PDF]

Home page
 Eval Health ProfHome page
P. J. Rutala, P. L. Stillman, and D. L. Sabers
Housestaff Evaluation Using Patient Instructors:: A Report of Clinical Competence
Eval Health Prof, December 1, 1981; 4(4): 419 - 432.
[Abstract]

Home page
 Eval Health ProfHome page
P. L. Stillman, J. S. Ruggill, and D. Sabers
The Use of Practical Instructors to Evaluate a Complete Physical Examination
Eval Health Prof, April 1, 1978; 1(1): 49 - 54.


Home page
 Educational and Psychological MeasurementHome page
P. L. Stillman, D. R. Brown, D. L. Redfield, and D. L. Sabers
Construct Validation of the Arizona Clinical Interview Rating Scale
Educational and Psychological Measurement, December 1, 1977; 37(4): 1031 - 1038.
[Abstract]