Investigating the effects of interprofessional communication education for medical students
10.3946/kjme.2019.2019.125
- Author:
Seung Jae KIM
1
;
Oh Deog KWON
;
Kyae Hyung KIM
;
Ji Eun LEE
;
Seung Hee LEE
;
Jwa Seop SHIN
;
Sang Min PARK
Author Information
1. Department of Medical Education, Seoul National University College of Medicine, The Catholic University of Korea, Seoul, Korea.
- Publication Type:Original Article
- From:Korean Journal of Medical Education
2019;31(2):135-145
- CountryRepublic of Korea
- Language:English
-
Abstract:
PURPOSE:Interprofessional communication skills are an essential competency for medical students training to be physicians. Nevertheless, interprofessional education (IPE) is relatively rare in Korean medical schools compared with those overseas. We attempted to evaluate the effectiveness of the first IPE program in our school.
METHODS:In the first semester of the school year 2018, third-grade medical students (N=149) at the Seoul National University College of Medicine participated in ‘communication between healthcare professionals in the clinical field’ training, which consisted of small group discussions and role-play. To evaluate the effectiveness of this training, we conducted pre- and post-training questionnaire surveys. Comparing paired t-tests, we evaluated the students' competency in interpersonal communication and their attitude towards the importance of IPE before and after the training. The Global Interpersonal Communication Competence Scale (GICC-15) was used to evaluate competency in interpersonal communication.
RESULTS:Out of 149 students, 144 completed the pre- and post-training questionnaires. The total GICC-15 scores before and after training were 55.60±6.94 (mean±standard deviation) and 58.89±7.34, respectively (p=0.000). All subcategory scores of GICC-15 after training were higher after training and were statistically significant (p<0.05), except for two subcategories. The importance of IPE score also improved after training but was not significant (p=0.159). The appropriateness of content and training method scores were 3.99±0.92 and 3.94±1.00, respectively.
CONCLUSION:From the results, our school's IPE program demonstrated a positive overall educational effect. Deployment of systematic and varied IPE courses is expected in the future, with more longitudinal evaluation of educational effect.
