title: The Group Objective Structured Clinical Experience: building communication skills in the clinical reasoning context.
abstract: OBJECTIVE
  Students are rarely taught communication skills in the context of clinical reasoning training. The purpose of this project was to combine the teaching of communication skills using SPs with clinical reasoning exercises in a Group Objective Structured Clinical Experience (GOSCE) to study feasibility of the approach, the effect on learners' self-efficacy and attitude toward learning communication skills, and the effect of providing multiple sources of immediate, collaborative feedback.
  
  
  METHODS
  GOSCE sessions were piloted in Pediatrics and Medicine clerkships with students assessing their own performance and receiving formative feedback on communication skills from peers, standardized patients (SPs), and faculty. The sessions were evaluated using a retrospective pre/post-training questionnaire rating changes in self-efficacy and attitudes, and the value of the feedback.
  
  
  RESULTS
  Results indicate a positive impact on attitudes toward learning communication skills and self-efficacy regarding communication in the clinical setting. Also, learners considered feedback by peers, SPs, and faculty valuable in each GOSCE.
  
  
  CONCLUSIONS
  The GOSCE is an efficient and learner-centered method to attend to multiple goals of teaching communication skills, clinical reasoning, self-assessment, and giving feedback in a formative setting.
  
  
  CONCLUSIONS
  The GOSCE is a low-resource, feasible strategy for experiential learning in communication skills and clinical reasoning.
authors.affiliation: NewYork-Presbyterian Hospital, Graduate Medical Education, New York, NY, USA; Weill Cornell Medical College, Department of Pediatrics, New York, NY, USA. Electronic address: Lyk2003@nyp.org.
authors.forename: Lyuba
authors.initials: L
authors.lastname: Konopasek
authors.affiliation: Weill Cornell Medical College, Department of Psychiatry, New York, NY, USA.
authors.forename: Kevin V
authors.initials: KV
authors.lastname: Kelly
authors.affiliation: Hamad Medical Corporation, Department of Medical Education, Doha, Qatar; Weill Cornell Medical College-Qatar, Department of Psychiatry, Doha, Qatar.
authors.forename: Carma L
authors.initials: CL
authors.lastname: Bylund
authors.affiliation: Reading Health System, Department of Internal Medicine, Reading, PA, USA.
authors.forename: Suzanne
authors.initials: S
authors.lastname: Wenderoth
authors.affiliation: Weill Cornell Medical College,Weill Department of Medicine, New York, NY, USA.
authors.forename: Carol
authors.initials: C
authors.lastname: Storey-Johnson
mesh_terms: D002983:Clinical Competence; D003142:Communication; D004504:Education, Medical, Undergraduate / Q000379:methods; D005240:Feasibility Studies; D005246:Feedback; D005260:Female; D006801:Humans; D007858:Learning; D008297:Male; D017145:Models, Educational; D016544:Patient Simulation; D010817:Physician-Patient Relations; D018794:Problem-Based Learning; D015397:Program Evaluation; D012189:Retrospective Studies; D020377:Self Efficacy; D012647:Self-Assessment; D013850:Thinking
keywords: Clinical reasoning; Communication; Feedback; Medical education; Self-assessment; Self-efficacy; Standardized patient