Teaching doctor-patient interviewing skills using an integrated learner and teacher-centered approach

Area of Science:

• Medical Education
• Communication Skills Training
• Adult Learning Theory

Background:

• Preclinical medical students face challenges in acquiring patient interviewing skills.
• Difficulties stem from conflicting teaching approaches (patient-centered vs. disease-centered) and complex communication rules.
• Students may resist perceived elementary courtesy or repetitive training methods.

Purpose of the Study:

• To describe an innovative approach for resolving difficulties preclinical medical students encounter when learning patient interviewing skills.
• To enhance the acquisition of effective doctor-patient communication techniques.

Main Methods:

• Implemented an integrated learner- and teacher-centered approach in two Israeli medical schools.
• Students actively identified communication problems and proposed solutions, moving beyond traditional lectures.
• Live demonstrations contrasted patient-centered and disease-centered interviews, followed by supervised practice with complex cases.

Main Results:

• The integrated approach aligns with adult learning principles, fostering student autonomy and self-motivation.
• Students learned to balance patient- and disease-centered interviewing styles based on patient needs.
• The method allows for instructor input while empowering students to resolve communication challenges.

Conclusions:

• The described teaching strategy effectively addresses student difficulties in patient interviewing.
• This approach supports the development of adaptable and patient-focused communication skills.
• Successful implementation requires instructors skilled in group facilitation and experienced in doctor-patient communication.