title: Initial evaluation of a hidden agenda method of teaching the interview.
abstract: A structured role-playing method of teaching the biopsychosocial interview using hidden agendas and videotape feedback was developed and evaluated. The teaching method significantly improved medical student interviewing skills as reflected by pre-post scores of 83 third-year students on the Facilitating Response Index. The teaching method is described in detail and recommendations for future research are presented.
authors.affiliation: Department of Family Practice, Albany Medical College, NY 12208.
authors.forename: R G
authors.initials: RG
authors.lastname: Nathan
authors.forename: L K
authors.initials: LK
authors.lastname: Hohmann
authors.forename: H J
authors.initials: HJ
authors.lastname: Nusbaum
mesh_terms: D004501:Education, Medical / Q000592:standards / Q000639:trends; D005194:Family Practice / Q000193:education*; D005246:Feedback; D006801:Humans; D007407:Interviews as Topic / Q000379:methods; D010817:Physician-Patient Relations; D012381:Role Playing; D013663:Teaching / Q000379:methods*; D014743:Videotape Recording