PEDIATRICS Vol. 65 No. 3 March 1980, pp. 575-578
This Article
Right arrow Full Text (PDF)
Right arrow Submit a response
Right arrow Alert me when this article is cited
Right arrow Alert me when eLetters 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 Brown, J. E.
Right arrow Articles by O'Shea, J. S.
Right arrow Search for Related Content
PubMed
Right arrow PubMed Citation
Right arrow Articles by Brown, J. E.
Right arrow Articles by O'Shea, J. S.

Improving Medical Student Interviewing Skills

Janice E. Brown RN, BS, PNA1 and John S. O'Shea MD1

1 Division of Ambulatory Pediatrics, Rhode Island Hospital; and Brown University, Providence, Rhode Island

In an attempt to identify methods of improving interviewing skills, 14 pediatric medical students (group 1) were randomly assigned to receive feedback concerning an audiovisually taped interview and to participate in a didactic session on interviewing skills. Seventeen students (group 2) had feedback sessions only, and 31 (group 3) had neither feedback nor didactic sessions. Each student was taped while interviewing a simulated mother both before and after receiving the assigned input. Group 1 improved more than group 3 in organizational abilities and more than either group 2 or group 3 in obtaining histories of present illnesses. Improvements in rapport, organization and information eliciting abilities were correlated with the amount of time taken for the interviews. Differences observed between the three groups in the pre-input interviews, which were carried out within several days of the students' becoming aware of their group assignments, stress the need of obtaining pre-input evaluations routinely in assessing medical education techniques.

Submitted on January 15, 1979
Accepted on June 28, 1979




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]