Jove
Visualize
Contact Us
JoVE
x logofacebook logolinkedin logoyoutube logo
ABOUT JoVE
OverviewLeadershipBlogJoVE Help Center
AUTHORS
Publishing ProcessEditorial BoardScope & PoliciesPeer ReviewFAQSubmit
LIBRARIANS
TestimonialsSubscriptionsAccessResourcesLibrary Advisory BoardFAQ
RESEARCH
JoVE JournalMethods CollectionsJoVE Encyclopedia of ExperimentsArchive
EDUCATION
JoVE CoreJoVE BusinessJoVE Science EducationJoVE Lab ManualFaculty Resource CenterFaculty Site
Terms & Conditions of Use
Privacy Policy
Policies

Related Concept Videos

Communication01:28

Communication

Sharing information, concepts, and emotions to foster mutual understanding is communication. The sender, recipient, and transaction must be considered in this manner. The sender is the person who shares the message, the recipient is the person who receives and understands the message, and the transaction is the method used to deliver the message and the variables that affect the communication's context and surroundings. The nurse-client connection is built on therapeutic communication.
Within...
Communication01:03

Communication

Communication between two animals occurs when one animal transmits an information signal that causes a change in the animal that receives the information. Organisms communicate with one another in a host of different ways. Signals can be auditory, chemical, visual, tactile, or a combination of these. Communication is a critical behavioral adaptation that promotes survival, growth, and reproduction.
Techniques of Therapeutic Communication II: Focusing, Paraphrasing, and Summarizing01:23

Techniques of Therapeutic Communication II: Focusing, Paraphrasing, and Summarizing

Focusing involves centering a conversation on a message's critical elements or concepts. Focusing is valuable if the talk is vague or patients begin to repeat themselves. Sometimes, when patients are asked about their symptoms, they may go off-topic and try to tell their entire life story. Respectfully, the nurse should bring the conversation back into focus.
This therapeutic technique can also be used when a patient brings up pertinent information during a health-related conversation. The...
Levels of Communication II: Organizational, Public, and Group Dynamics01:27

Levels of Communication II: Organizational, Public, and Group Dynamics

Effective communication is the foundation of a good organization. Communication is the lifeblood of an organization that connects the group with messages. In an organization, communication occurs in upward, downward, and horizontal lines. Downward communication travels from the administrative and senior levels to the staff through official channels such as manuals, rules and regulations, and organizational charts. Staff members initiate upward communication, which is addressed to executives and...
Barriers to Effective Communication II01:21

Barriers to Effective Communication II

The barriers to effective communication also include cultural barriers, semantic barriers, gender barriers, and time constraints.
Cultural barriers:
Differences in values, beliefs, religion, knowledge, and tradition can significantly impact communication. Awareness of nonverbal cues is critical, especially when conversing with a patient from a different culture. What appears appropriate in one culture may be inappropriate in another.
Semantic barriers:
As a result of their tendency to use...
Role of Communication in the Nursing Process II: Planning and Implementation01:25

Role of Communication in the Nursing Process II: Planning and Implementation

Several factors are considered while creating a patient's care plan. Motivation is a factor in improving communication, and patients often require encouragement to try different approaches involving significant change. It is essential to involve the patient and family in decisions about the plan of care to determine whether the suggested methods are acceptable. Consider meeting critical comfort and safety needs before introducing new communication methods and techniques. Allow adequate time for...

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by
Same author

Enhanced Durability of Cellulose-Reinforced PVA-SA Beads for Long-Term Quorum Quenching Applications in Membrane Bioreactors.

Gels (Basel, Switzerland)·2026
Same author

Organelle proteomics reveals novel metabolic vulnerabilities in FLT3-ITD cells.

Leukemia·2026
Same author

Prognostic value of measurable residual disease in high-risk MDS after intensive chemotherapy in HOVON-SAKK studies.

HemaSphere·2026
Same author

fNIRS single-trial decoding improves systematically with higher optode density, model-based noise regression, and image reconstruction.

Journal of neural engineering·2026
Same author

Kinase inhibition rewires the HLA-I immunopeptidome in chronic myeloid leukemia.

iScience·2026
Same author

Non-invasive ultrasound assessment of chronic liver disease: current position and future directions for a "one-stop" liver ultrasound approach.

Insights into imaging·2026

Related Experiment Video

Updated: May 19, 2026

A Computerized Functional Skills Assessment and Training Program Targeting Technology Based Everyday Functional Skills
07:31

A Computerized Functional Skills Assessment and Training Program Targeting Technology Based Everyday Functional Skills

Published on: February 13, 2020

Do communication training programs improve students' communication skills?--a follow-up study.

Anne Simmenroth-Nayda1, Cora Weiss, Thomas Fischer

  • 1Department of General Practice / Family Medicine University of Göttingen, Humboldtalle 38, 37077, Göttingen, Germany. asimmen@gwdg.de

BMC Research Notes
|September 6, 2012
PubMed
Summary
This summary is machine-generated.

A communication course measurably improved medical students' history-taking skills, particularly for women. Improvements in technical communication were more pronounced than in emotional aspects, and did not rely on longer interviews.

More Related Videos

Cognitive Function and Upper Limb Rehabilitation Training Post-Stroke Using a Digital Occupational Training System
07:35

Cognitive Function and Upper Limb Rehabilitation Training Post-Stroke Using a Digital Occupational Training System

Published on: December 29, 2023

Working Memory Training for Older Participants: A Control Group Training Regimen and Initial Intellectual Functioning Assessment
07:01

Working Memory Training for Older Participants: A Control Group Training Regimen and Initial Intellectual Functioning Assessment

Published on: September 20, 2020

Related Experiment Videos

Last Updated: May 19, 2026

A Computerized Functional Skills Assessment and Training Program Targeting Technology Based Everyday Functional Skills
07:31

A Computerized Functional Skills Assessment and Training Program Targeting Technology Based Everyday Functional Skills

Published on: February 13, 2020

Cognitive Function and Upper Limb Rehabilitation Training Post-Stroke Using a Digital Occupational Training System
07:35

Cognitive Function and Upper Limb Rehabilitation Training Post-Stroke Using a Digital Occupational Training System

Published on: December 29, 2023

Working Memory Training for Older Participants: A Control Group Training Regimen and Initial Intellectual Functioning Assessment
07:01

Working Memory Training for Older Participants: A Control Group Training Regimen and Initial Intellectual Functioning Assessment

Published on: September 20, 2020

Area of Science:

  • Medical Education
  • Communication Skills Training
  • Healthcare Professional Development

Background:

  • History-taking and communication are considered learnable skills in medical education.
  • Rigorous studies, such as randomized pre- and post-comparisons, are needed to validate the effectiveness of communication training.
  • Assessing the impact on both technical and emotional communication facets is crucial.

Purpose of the Study:

  • To determine if a communication course significantly enhances the communicative competence of third-year medical students.
  • To investigate differential changes in technical versus emotional communication skills post-intervention.
  • To evaluate the learning process of history-taking and communication skills.

Main Methods:

  • A cohort of 32 medical students participated in a communication course.
  • Students underwent simulated patient interviews pre- and post-intervention.
  • The Calgary-Cambridge Observation Guide (CCOG) was used to assess history-taking ability.

Main Results:

  • Students showed improvement across all 28 CCOG items.
  • Technical communication items improved significantly (p < 0.0001), as did emotional items (p = 0.023).
  • Female students demonstrated greater improvement (p = 0.0019) compared to male students (n.s.). Interview duration did not correlate with skill improvement.

Conclusions:

  • The communication course effectively improved students' overall communication skills.
  • Improvements were particularly notable in female students and were not solely dependent on increased interview time.
  • Technical communication skills appear more amenable to instruction than emotional communication skills.