title: Impact of tailored feedback in assessment of communication skills for medical students.
abstract: BACKGROUND
  Finding out the effective ways of teaching and assessing communication skills remain a challenging part of medication education. This study aims at exploring the usefulness and effectiveness of having additional feedback using qualitative analysis in assessment of communication skills in undergraduate medical training. We also determined the possibilities of using qualitative analysis in developing tailored strategies for improvement in communication skills training.
  
  
  METHODS
  This study was carried out on medical students (n=87) undergoing their final year clinical performance examination on communication skills using standardized patient by video-recording and transcribing their performances. Video-recordings of 26 students were randomly selected for qualitative analysis, and additional feedback was provided. We assessed the level of acceptance of communication skills scores between the study and nonstudy group and within the study group, before and after receiving feedback based on qualitative analysis.
  
  
  RESULTS
  There was a statistically significant increase in the level of acceptance of feedback after delivering additional feedback using qualitative analysis, where the percentage of agreement with feedback increased from 15.4 to 80.8% (p<0.001).
  
  
  CONCLUSIONS
  Incorporating feedback based on qualitative analysis for communication skills assessment gives essential information for medical students to learn and self-reflect, which could potentially lead to improved communication skills. As evident from our study, feedback becomes more meaningful and effective with additional feedback using qualitative analysis.
authors.affiliation: Social Science Research Unit, UCL Institute of Education, University of London, London, UK.|School of Communication, Kookmin University, Seoul, South Korea.
authors.forename: Seilin
authors.initials: S
authors.lastname: Uhm
authors.affiliation: Department of Medicine, Imperial College London, London, UK.
authors.forename: Gui H
authors.initials: GH
authors.lastname: Lee
authors.affiliation: Department of German Language & Literature, Kongju National University, Gongju-si, South Korea.
authors.forename: Jeong K
authors.initials: JK
authors.lastname: Jin
authors.affiliation: German Studies Institute, Korea University, Seongbuk-gu, South Korea.
authors.forename: Yong I
authors.initials: YI
authors.lastname: Bak
authors.affiliation: Department of Nursing, Kyung Dong University, Gangwon, South Korea.
authors.forename: Yeon O
authors.initials: YO
authors.lastname: Jeoung
authors.affiliation: Chung Ang University Hospital, Seoul, South Korea; whenever@cau.ac.kr.
authors.forename: Chan W
authors.initials: CW
authors.lastname: Kim
mesh_terms: D001291:Attitude of Health Personnel; D001519:Behavior; D002983:Clinical Competence; D003142:Communication; D004521:Educational Measurement; D000068156:Formative Feedback; D006801:Humans; D036301:Qualitative Research; D013337:Students, Medical / Q000523:psychology*; D014743:Videotape Recording
keywords: communication; detailed feedback; undergraduate medical training