Communication skill development in health professional education: the use of standardised patients in combination with a peer assessment strategy

Abstract

The purpose of this paper is to describe an approach to developing interpersonal communication skills in health professional students. The course which was structured for this research project was experiential in nature and included self-directed student tutorials, dramatisations and theatrical improvisation with actors, videotape, and the use of standardised patients. Students welcomed the opportunity to experience 'communication' as part of their interpersonal skill development. Peer assessment was used to evaluate the student interviews with simulated patients which were recorded on videotape. There was a significant difference between the mean mark scores of the peer and unit coordinators. Reasons for this discrepancy are proposed as are methods for controlling this phenomenon. Literature describing peer assessment and the use of standardised patients is reviewed and discussed in the context of communication skill training.