TAILIEUCHUNG - Skills in clinical communication: Are we correctly assessing them at undergraduate level?

This paper shows results of a training program in clinical communicaton under Problem Based Learning (PBL) methodology and correlaton between student self-assessment and teachers assessment. This involves a qualitatve-quanttatve cross-sectonal study in usual practce in the 2nd year of the degree in Medicine. | Journal of Technology and Science Education SKILLS IN CLINICAL COMMUNICATION: ARE WE CORRECTLY ASSESSING THEM AT UNDERGRADUATE LEVEL? Alberto Zamora Cervantes1,2*, Carme Carrión Ribas1,2, Ferran Cordón Granados1,2, Bibiana Galí Pla1, Elisabet Balló Peña1, Miquel Quesada Sabate1,2, Armand Grau Martn1, Antoni Castro Guardiola1, Silvia Torrent Goñi1, Susanna Vargas Vila1, Esther Vilert Garrofa1, Enric Subirats Bayego1, Gabriel Coll de Tuero1,2, Laura Muñoz Ortz3, Carlos Cerezo Goyeneche1, Pere Torán Monserrat1,3 1 Medical Sciences Department, Universitat de Girona, 2TransLab Research Group, Medical Sciences Department, Universitat de Girona, 3 Primary Healthcare Research Support Unit Metropolitana Nord. IDIAP Jordi Gol Spain *Corresponding author: Received November 2013 Accepted January 2014 Abstract Traditonal learning and assessment systems are overwhelmed when it comes to addressing the complex and mult-dimensional problems of clinical communicaton and professional practce. This paper shows results of a training program in clinical communicaton under Problem Based Learning (PBL) methodology and correlaton between student self-assessment and teachers assessment. This involves a qualitatve-quanttatve cross-sectonal study in usual practce in the 2nd year of the degree in Medicine. Teaching methodology is PBL, including 15 associate professors and 90 students. Educatonal tools for learning: PBL cases and seminars (video recorded, theoretcal-practcal lectures). Assessment tools: Tutorials on those cases worked on PBL (40%), knowledge test (30%), assessment of a case with PBL methodology (20%) and video recording report (10%). Communicaton skills are evidenced by CICCA-D scale (Connect-Understand-IdentfyAgree-Help-Decision). Variables: academic performance, score on CICCA-D and academic methodological assessment. The analysis is carried out using descriptve statstcs, calculatng the intra-class correlaton coefcients and weighted Kappa index .

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• Journal of technology and science education
• Skills in clinical communication
• Are we correctly assessing them at undergraduate level
• Problem Based Learning
• Qualitatve quanttatve cross sectonal study
• The degree in Medicine
• The role of informal science centers in science education
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• Attudes toward science
• Scientfic thinking skills
• Emotional responses to innovative Science teaching methods
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• Different entry certificate in Nigeria certificate
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• Secondary school teachers
• Face to face
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• The STEM felds
• Efectve classroom experience
• Hands on experiments
• Technology in a model of formative assessment
• Technology in assessment
• European Higher Education Area
• The Computer Engineering
• ‘Standards’ on the bench
• Technological literacy render an adequate image of technology
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• Standards for technological literacy
• Philosophy of technology
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