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Developing a valid evaluation for interpersonal and communication skills.

Earl J Reisdorff1, Mary Jo Hughes, Carlos Castaneda

  • 1Michigan State University Emergency Medicine Residency, Lansing, MI, USA. earl.reisdorff@irmc.org

Academic Emergency Medicine : Official Journal of the Society for Academic Emergency Medicine
|October 4, 2006
PubMed
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A new semantic-differentiation matrix effectively evaluated physician Interpersonal and Communication Skills (ICS). Nurses rated experienced faculty physicians higher than residents, validating the tool for assessing communication competency.

Area of Science:

  • Medical Education
  • Healthcare Communication
  • Physician Assessment

Background:

  • Residency programs must evaluate six general competencies, including Interpersonal and Communication Skills (ICS).
  • A 360-degree evaluation method using a semantic-differentiation matrix for nurses to assess physician ICS was developed.
  • The study aimed to validate this method by comparing experienced faculty with less experienced residents.

Purpose of the Study:

  • To determine if a semantic-differentiation matrix evaluation method could differentiate between experienced (faculty) and less experienced (resident) physician communicators.
  • To assess the validity of using nursing perceptions to evaluate physician Interpersonal and Communication Skills (ICS).

Main Methods:

  • A 98-item questionnaire with an eight-element semantic-differentiation scale measured communication dimensions.

Related Experiment Videos

  • Nursing perceptions of physician ICS were assessed using global assessment ratings.
  • The evaluation was conducted across various clinical scenarios.

    • Main Results:

    • The study included 26 nurse evaluators, 19 emergency medicine (EM) residents, and 30 EM faculty.
    • Faculty physicians consistently scored higher than residents on all eight semantic-differentiation scale items and global assessments (p < 0.001).
    • A total of 245 evaluations were completed, with each physician receiving five independent assessments.

    Conclusions:

    • The integrated semantic-differentiation matrix and global assessment effectively discriminated between faculty and resident physicians.
    • Faculty physicians demonstrated significantly higher Interpersonal and Communication Skills (ICS) compared to residents.
    • The developed matrix and assessment questions show potential as valid tools for measuring physician ICS.