Teaching communication skills in an integrated curriculum

During the seven weeks students showed growth in empathic responding. In addition, many students were able to move beyond beginning empathy to identifying underlying feelings experienced by the patient. Progress in concreteness was noted as irrelevant questioning decreased and selective, open-ended questioning increased. There seemed to be a positive correlation between self-awareness and growth in communication skills. Initially, use of behaviorally specific feedback helped the students identify strengths and weaknesses. As the sessions progressed, students became more independent in critiquing their own interpersonal style. For example, one student identified her abrasive manner in a taped interaction and recognized her need to maintain control. She modified her approach and became more caring and empathic. Initially, Stage II skills were difficult for the students. Some students who expected to see change occur quickly, became impatient with relationship building, and used challenging skills prematurely. Other students had difficulty taking the risk to challenge the patient to focus on problem exploration. Role playing in the training sessions and faculty feedback in the clinical settings helped the students begin to use skills more appropriately. Observing the positive effects on patient behavior reinforced continued use. Students and faculty were enthusiastic about the workshop format and outcome. Student reactions reinforced the value of the systematic approach. Through verbal and written evaluations they identified the small group practice and clinical audiotaping as the most valuable activities. Many liked being able to practice and receive immediate feedback from their peers and instructors. Faculty found that the four components-description, demonstration, practice and application-provided direction for teaching.(ABSTRACT TRUNCATED AT 250 WORDS)