title: Self-assessment and goal-setting is associated with an improvement in interviewing skills.
abstract: OBJECTIVE
  Describe the relationship between medical students' self-assessment and goal-setting (SAGS) skills and development of interviewing skills during the first-year doctoring course.
  
  
  METHODS
  157 first-year medical students completed three two-case standardized patient (SP) interviews. After each of the first two, students viewed videotapes of their interview, completed a SAGS worksheet, and reviewed a selected tape segment in a seminar. SAGS was categorized into good and poor quality and interviewing skills were rated by trained raters.
  
  
  RESULTS
  SAGS improved over time (37% good week 1 vs. 61% good week 10). Baseline SAGS and interviewing skills were not associated. Initial SAGS quality was associated with change in interviewing skills - those with poor-quality SAGS demonstrated a decrease and those with good-quality SAGS demonstrated an increase in scores by 17 weeks (ANOVA F=4.16, p=0.024). For students whose SAGS skills were good at both week 1 and 10, interviewing skills declined in weeks 1-10 and then increased significantly at week 17. For those whose SAGS remained 'poor' in weeks 1-10, interviewing skills declined in weeks 10-17.
  
  
  CONCLUSIONS
  In general, the quality of students' SAGS improved over time. Poor baseline SAGS skills and failure to improve were associated with a decrease in interviewing skills at 17 weeks. For students with better SAGS, interviewing skills increased at week 17. Improvement in SAGS skills was not associated with improved interviewing skills. Understanding structured self-assessment skills helps identify student characteristics that influence progressive mastery of communication skills and therefore may inform curriculum and remediation tailoring.
authors: Department of Medicine, Division of General Internal Medicine, New York University School of Medicine, New York, NY, USA; Kathleen.Hanley@nyumc.org.
authors: Kathleen
authors: K
authors: Hanley
authors: Department of Medicine, Division of General Internal Medicine, New York University School of Medicine, New York, NY, USA.
authors: Sondra
authors: S
authors: Zabar
authors: Department of Medicine, Division of General Internal Medicine, New York University School of Medicine, New York, NY, USA.
authors: Joseph
authors: J
authors: Charap
authors: Department of Medicine, Division of General Internal Medicine, New York University School of Medicine, New York, NY, USA.
authors: Joseph
authors: J
authors: Nicholson
authors: Department of Medicine, Division of General Internal Medicine, New York University School of Medicine, New York, NY, USA.
authors: Lindsey
authors: L
authors: Disney
authors: Department of Medicine, Division of General Internal Medicine, New York University School of Medicine, New York, NY, USA.
authors: Adina
authors: A
authors: Kalet
authors: Department of Medicine, Division of General Internal Medicine, New York University School of Medicine, New York, NY, USA.
authors: Colleen
authors: C
authors: Gillespie
mesh_terms: D002983:Clinical Competence; D003142:Communication; D004504:Education, Medical, Undergraduate; D006040:Goals; D006801:Humans; D007407:Interviews as Topic / Q000592:standards*; D009511:New England; D010817:Physician-Patient Relations; D011446:Prospective Studies; D058996:Quality Improvement; D012647:Self-Assessment; D013337:Students, Medical; D014743:Videotape Recording
keywords: communication skills; goal setting; medical interview; peer-assessment; self-assessment; videotape review