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Observational Study
. 2020 Sep 4;15(9):e0238542.
doi: 10.1371/journal.pone.0238542. eCollection 2020.

Improved clinical communication OSCE scores after simulation-based training: Results of a comparative study

Alexandre Nuzzo  1 , Alexy Tran-Dinh  1 , Marie Courbebaisse  2 , Hugo Peyre  1 , Patrick Plaisance  1 , Alexandre Matet  2 , Brigitte Ranque  2 , Albert Faye  1 , Victoire de Lastours  1 ; University of Paris OSCE and SBT groups
Affiliations
Observational Study

Improved clinical communication OSCE scores after simulation-based training: Results of a comparative study

Alexandre Nuzzo et al. PLoS One. .

Abstract

Objectives: Simulation-based training (SBT) is increasingly used to teach clinical patient-doctor communication skills (CS) to medical students. However, the long-lasting impact of this training has been poorly studied.

Methods: In this observational study we included all fourth-year undergraduate medical students from a French medical school who undertook a CS objective structured clinical examination (OSCE) and who answered a post-examination survey. OSCE scores and students' feedback were compared by whether students had received a specific CS-SBT or not 12 months prior to the OSCE.

Results: A total of 173 students were included in the study. Of them, 97 (56%) had followed the CS-SBT before the OSCE. Students who had undergone CS-SBT had significantly higher CS-OSCE scores in the multivariate analysis compared to untrained students (mean score 7.5/10 ±1.1 vs. 7.0/10 ±1.6, respectively, Cohen's d = 0.4, p<0.01). They also tended to experience less nervousness during the OSCE (p = 0.09) and increased motivation to further train in "real-life" internships (p = 0.08). However, they overall expressed a general lack of CS in therapeutic patient education, delivering bad news, and disclosing medical errors.

Conclusions: Fourth-year medical students who benefited from a CS-SBT 12 months before examination displayed higher CS-OSCE scores than their counterparts.

Practice implications: These results support the early introduction of practical training to improve communication skills in undergraduate medical curricula. Studies are required to assess the sustainability of this improvement over time and its effect on further real doctor-patient communication.

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Conflict of interest statement

The authors have declared that no competing interests exist.

Figures

Fig 1
Fig 1. Flowchart of the communication skills OSCE participants.
Abbreviations: OSCE: objective structured clinical examination.
Fig 2
Fig 2. Communication skills (CS) OSCE station scores according to the CS-simulation-based training (SBT) status.
Abbreviations: OSCE: objective structured clinical examination; CS-SBT: communication skills simulation-based training. The horizontal black dotted line in the boxes represent the median, and the bottom and top of the boxes the 25th and 75th percentiles, respectively. I bars represent the upper adjacent value (75th percentile plus 1.5 times the interquartile range) and the lower adjacent value (corresponding formula below the 25th percentile), and the dots outliers. *Adjusted for gender, medical school campus and prior attendance at conventional lectures (ANCOVA model).
Fig 3
Fig 3. Overview of the students’ answers (Likert-scale ratings) to the post-OSCE survey (staggered bars).
See this image and copyright information in PMC

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