Use of simulated electronic mail (e-mail) to assess medical student knowledge, professionalism, and communication
Jennifer G Christner1, R Brent Stansfield, Jocelyn H Schiller
1University of Michigan, Department of Pediatrics, Ann Arbor, MI 48109-5718, USA. jchristn@med.umich.edu
Background:
Physicians communicate with patients using electronic mail (e-mail) with increasing frequency. Communication skills specific to e-mail do not appear to be taught explicitly in medical school. Therefore, the effect of an instructive session on effective e-mail communication was examined.
Method:
Four simulated e-mails from a parent were developed. Students responded to an initial e-mail and then participated in a session on effective e-mail communication. Responses to a final e-mail were assessed using a rubric with subscores for medical knowledge, communication, and professionalism.
Results:
Performance improved from the first to final e-mail response in the overall score and in each subscore. Improvement was sustained over the course of the academic year. Interrater reliability revealed good agreement.
Conclusions:
Communicating effectively with patients via e-mail is not intuitive but can be taught. It is feasible to introduce responses to a simulated e-mail case in a clinical clerkship as an assessment tool.
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