Effect of an interventional training programme on communication skills for first-year medical students at Suez University, Egypt
Bibliographic record
Abstract
F -literature search, G -Funds CollectionBackground.Communication is a taught skill that improves clinical practice.Some of the basic competencies that must be taught in a medical curriculum are interpersonal and communication skills according to the Accreditation Council for Graduate Medical Education.Objectives.This study was conducted to design, implement and evaluate the effect of an interventional programme on first-year medical students' communication skills.Material and methods.This was a pre-post interventional study.The study sample was 109 first-year medical students who attended the field training course in four family medicine units/centres affiliated with the Egyptian Ministry of Health and Population in the Suez governorate.The current study aimed to measure their communication skills before and after the implementation of the interventional programme by using a pre-post observation checklist from December 2019 to June 2021.Results.The study found that the post-intervention median total communication skills score was significantly higher than the pre-intervention median total score (30.0 (IQR: 28-32) vs 13.50 (IQR: 11-15)), with significant improvements in all items after the intervention.There was a statistically significant relationship between the percent change in the total Liverpool Communication Skills Assessment Scale and participants' residence and social participation.Conclusions.The interventional programme improved communication skills among the study sample of first-year medical students after implementation.Communication among medical students needs to be improved in the faculty curriculum.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.007 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.002 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.001 | 0.001 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.008 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".