Learning Doctor-Patient Communication -Evaluating the effectiveness of the communication training course at Leipzig University from the students' point of view.

Objective: At the University of Leipzig, the requirements of the Licensing Regulations for Doctors (Approbationsordnungfür Ärzte) for the practical training of communication skills are actively implemented by a two- semester communication course. During this course, student tutors impart the basics of interpersonal as well as selected aspects of doctor- patient communication using interactive training methods. This article reports on the effect the training has on the self-assessed communication skills of the medicine students. Methods: The students' self-perceived communication skills were assessed, both at the beginning and after the completion of the first and second course semesters using questionnaires related to the course's learning goals. Pre-post comparisons were then carried out. 142 students (of 163 students in total) participated in the survey at the start of the course, of which 117 completed the T2-questionnaire at the end of the first course semester. Only the 84 students who also completed the questionnaires in the second course semester were included in the statistical analysis. These responses were analysed using both descriptive and inferential statistics. Results: The comparison of the self-assessments between the four measurement points showed that statistically significant learning progress for all assessed communication skills had taken place from the point of view of the students. The largest changes between measurements, and therefore the greatest learning progress, could be seen in knowledge related skills. Conclusion: From the students' point of view the communication training contributes significantly to the acquisition of communication skills. The results suggest thatthis "hands-on" course concept is suited to successfully enhance the students' communication skills. The course concept should therefore be retained for both the course in its current form as well as for any extension of the course into the clinical part of medical school. However, further assessments on the exam results and longterm effects should take place. [ABSTRACT FROM AUTHOR]