Faculty and medical students' perceptions of teaching and learning about the doctor-patient relationship

Patient Educ Couns. 2010 May;79(2):199-206. doi: 10.1016/j.pec.2009.08.012. Epub 2009 Sep 11.

Abstract

Objective: To explore student and faculty perceptions of how students are learning doctor-patient relationship skills in their clinical medical education.

Methods: Exploratory qualitative study involving data from interviews and focus groups with students and interviews with teaching faculty.

Results: Respondents reported that pre-clinical relationship skills curricula were not well-coordinated with clinical curricula. Within the clinical curriculum, respondents perceived a disparity between general practice and hospital-based attachments. Teaching of relationship skills on the wards was highly variable, rarely explicit, and primarily dependent on role-modelling. In contrast, general practice runs included explicit teaching with feedback that reinforced skills taught in the pre-clinical curriculum. Respondents recommended increased focus on and assessment of students' interpersonal skills within clinical settings.

Conclusion: Pre-clinical and clinical relationship skills curricula were not coordinated. The tension between service commitments and student teaching in hospital-based attachments contributed to an insufficient focus on communication and relationship skills acquisition and did not reinforce teaching in pre-clinical and ambulatory clinical settings.

Practice implications: The teaching of doctor-patient relationship skills can be augmented by coordinating pre-clinical and clinical curricula and by requiring observation and structured feedback related to explicit criteria of student skills acquisition across all clinical learning experiences.

MeSH terms

  • Adult
  • Curriculum*
  • Education, Medical*
  • Faculty, Medical
  • Female
  • Humans
  • Male
  • New Zealand
  • Physician-Patient Relations*
  • Qualitative Research
  • Students, Medical