Journal article
Assessment of communication skills in health professions education; Ottawa 2024 consensus statement
Medical teacher, Vol.46(12), pp.1593-1606
12/2024
DOI: 10.1080/0142159X.2024.2413021
PMID: 39418258
Abstract
Despite the increasing inclusion of communication skills in accreditation standards and an increase in time dedicated to teaching these skills, communication is often regarded as a separate skill and is therefore, not consistently represented in overall systems of assessment in Health Professions Education (HPE). The ascendence of competency-based medical education, programmatic assessment, artificial intelligence, and widespread use of telehealth, alongside changing patient expectations warrant an update in thinking about the assessment of communication skills in health professions education. This consensus statement draws on existing literature, expert pinion, and emerging challenges to situate the assessment of communication skills in the contemporary health professions education context. The statement builds on previous work to offer an update on the topic and include new developments related to assessment, particularly: the challenges and opportunities associated with systems of assessment; patient and peer perspectives in assessment; assessment of interprofessional communication, cross-cultural communication, digital communication; and assessment using digital technologies. Consensus was reached through extensive discussion among the authors and other experts in HPE, exploration of the literature, and discussion during an Ottawa 2024 conference workshop. The statement puts forward a summary of available evidence with suggestions for what educators and curriculum developers should consider in their planning and design of the assessment of communication.Despite the increasing inclusion of communication skills in accreditation standards and an increase in time dedicated to teaching these skills, communication is often regarded as a separate skill and is therefore, not consistently represented in overall systems of assessment in Health Professions Education (HPE). The ascendence of competency-based medical education, programmatic assessment, artificial intelligence, and widespread use of telehealth, alongside changing patient expectations warrant an update in thinking about the assessment of communication skills in health professions education. This consensus statement draws on existing literature, expert pinion, and emerging challenges to situate the assessment of communication skills in the contemporary health professions education context. The statement builds on previous work to offer an update on the topic and include new developments related to assessment, particularly: the challenges and opportunities associated with systems of assessment; patient and peer perspectives in assessment; assessment of interprofessional communication, cross-cultural communication, digital communication; and assessment using digital technologies. Consensus was reached through extensive discussion among the authors and other experts in HPE, exploration of the literature, and discussion during an Ottawa 2024 conference workshop. The statement puts forward a summary of available evidence with suggestions for what educators and curriculum developers should consider in their planning and design of the assessment of communication.
Details
- Title: Subtitle
- Assessment of communication skills in health professions education; Ottawa 2024 consensus statement
- Creators
- Conor Gilligan - Bond UniversityMaria Magdalena Bujnowska-FedakGeurt EssersWiebke Frerichs - Eppendorf (Germany)Desirée Joosten-Ten Brinke - Maastricht UniversityNoelle Junod PerronClaudia Kiessling - Witten/Herdecke UniversityPeter Pype - Ghent UniversityZoi Tsimtsiou - Aristotle University of ThessalonikiMarc Van Nuland - KU LeuvenTim J Wilkinson - University of OtagoMarcy Rosenbaum - University of Iowa
- Resource Type
- Journal article
- Publication Details
- Medical teacher, Vol.46(12), pp.1593-1606
- DOI
- 10.1080/0142159X.2024.2413021
- PMID
- 39418258
- NLM abbreviation
- Med Teach
- ISSN
- 1466-187X
- eISSN
- 1466-187X
- Publisher
- TAYLOR & FRANCIS LTD
- Grant note
The authors wish to acknowledge the participants in our workshop at the Ottawa 2024 conference in Melbourne Australia. The discussions and contributions of each group in the workshop were recorded and thematically analysed to ensure coverage of all concepts in this work. The workshop discussions led us to refine the statement and add emphasis on several elements prior to publication. Workshop participants: Alexandra Cain, Alla El-Awaisi, Andy Wearn, Angelina Salamone, Ann King, Anne Kawamura, Ashlee Forster, Asma Albalushi, Bob Cvetovic, Brad Jackel, Briseida Mema, Brooke Osborne, Bruce Lister, Byunghoon (Tony) Ahn, Caroline Joyce, Carolyn Cracknell, Chanamon Mehsuriyen, Christine Jackman, Claire Mustchin, Colin King, Desiree Franco, Dominique Piquette, Gary Rogers, Giselle Nobleza, Helen Kelly, Jan Illing, Janna Lutze, Jillian Clarke, Jillian Yeo, Jo Bishop, Joanne Bolton, Joi Hei Chan, Jonathan Ng, Julietta Whittington, Kath Hoare, Khaled Almisnid, Kristin Olson, Lau Weeming, Lauren Finlay, Lawrence Sherman, Linhao Song, Louise Curley, Megan Keage, Muirne Spooner, Nicola Schembri, Nigel Tan, Nora Al-Shawee, Peihying Lu, Rachel Jones, Rachel Llewellyn, Rebecca Austin, Rhea Liang, Robert Bryce, Rosie Shea, Ruth Crampton, Sarah Reynolds, Sari Dewi, Sharne Westblade, Susan Hawken, Teejay Jirasevijinda, Van Nguyen, Walter Eppich.
- Language
- English
- Electronic publication date
- 10/17/2024
- Date published
- 12/2024
- Academic Unit
- Family and Community Medicine; Office of Consultation and Research in Medical Education
- Record Identifier
- 9984736748902771
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