Effect of Repetitive Feedback on Resident's Communication Skills Improvement

To evaluate theeffect of frequent feedback on residents'' communication skills as measured by astandardized checklist. Five medical students were recruited in order to assesstwelve emergency medicine residents'' communication skills during a one-yearperiod. Students employed a modified checklist based on Calgary-Cambridgeobservation guide. The checklist was designed by faculty members of TehranUniversity of Medical Science, used for assessment of students’ communicationskills. 24 items from 71 items of observational guide were selected, considering study setting and objects. Every two months an expert faculty, based on descriptive results of observation, gave structured feedback to each residentduring a 15-minute private session. Total mean score for baseline observationstanding at 20. 58 was increased significantly to 28. 75 after feedbacks. Resultsmarkedly improved on «gathering information» (T1=5. 5, T6=8. 33, P=0. 001), «building relationship» (T1=1. 5, T6=4. 25, P<0. 001) and «closing the session» (T1=0. 75, T6=2. 5, P=0. 001) and it mildlydropped on «understanding patients view» (T1=3, T6=2. 33, P=0. 007) and «providing structure» (T1=4. 17, T6=4. 00, P=0. 034). Changesin result of «initiating the session» and «explanation andplanning» dimensions are not statically significant (P=0. 159, P=0. 415respectively). Frequent feedback provided by faculty member can improveresidents’ communication skills. Feedback can affect communication skillseducational programs, and it can be more effective if it is combined with othereducational methods.