The effectiveness of integrating making every contact count into an undergraduate medical curriculum
Objective: To evaluate the feasibility and effectiveness of integrating Making Every Contact Count (MECC) using Healthy Conversation Skills (HCS) into an undergraduate medical curriculum and test the performance of an associated assessment. Methods: Concepts were introduced to second year students t...
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| Format: | Article |
| Language: | English |
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Elsevier
2024-12-01
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| Series: | PEC Innovation |
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| Online Access: | http://www.sciencedirect.com/science/article/pii/S2772628224001043 |
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| _version_ | 1850110475688214528 |
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| author | Robyn Fletcher Alexander Hammant Rebecca Symes Andrew Turvey Andy Ward Ary Mahdzir Bharathy Kumaravel |
| author_facet | Robyn Fletcher Alexander Hammant Rebecca Symes Andrew Turvey Andy Ward Ary Mahdzir Bharathy Kumaravel |
| author_sort | Robyn Fletcher |
| collection | DOAJ |
| description | Objective: To evaluate the feasibility and effectiveness of integrating Making Every Contact Count (MECC) using Healthy Conversation Skills (HCS) into an undergraduate medical curriculum and test the performance of an associated assessment. Methods: Concepts were introduced to second year students through lectures, small group seminars, role-plays and a new Objective Structured Clinical Examination (OSCE).station. Students' feedback was gathered and their examination performance was analysed. Results: MECC/HCS was integrated into the undergraduate medical curriculum at Leicester Medical School. Teaching had a positive impact on the students' self-reported confidence in carrying out MECC (7/10 to 9/10, p > 0.001) and in their self-reported likelihood of doing so (7/10 to 9/10, p > 0.001). The MECC OSCE station was good at discriminating between students' abilities (group discrimination metric 4.36–4.44). The small negative alpha differences for the MECC/HCS station (−0.032 and − 0.028) indicated this station positively contributed to the overall reliability of the assessment. Conclusion: It was feasible to integrate MECC/HCS into an undergraduate medical curriculum, with a positive impact on students' confidence. Innovation: In addition to teaching, this study describes the development and testing of OSCE stations to assess students' MECC skills in simulated clinical scenarios. |
| format | Article |
| id | doaj-art-50b4b67cd9ef4ce9b1a32471fe3d5f76 |
| institution | OA Journals |
| issn | 2772-6282 |
| language | English |
| publishDate | 2024-12-01 |
| publisher | Elsevier |
| record_format | Article |
| series | PEC Innovation |
| spelling | doaj-art-50b4b67cd9ef4ce9b1a32471fe3d5f762025-08-20T02:37:49ZengElsevierPEC Innovation2772-62822024-12-01510035610.1016/j.pecinn.2024.100356The effectiveness of integrating making every contact count into an undergraduate medical curriculumRobyn Fletcher0Alexander Hammant1Rebecca Symes2Andrew Turvey3Andy Ward4Ary Mahdzir5Bharathy Kumaravel6Leicester Medical School, College of Life Sciences, University of Leicester, Leicester LE1 7RH, UKLeicester Medical School, College of Life Sciences, University of Leicester, Leicester LE1 7RH, UKLeicester Medical School, College of Life Sciences, University of Leicester, Leicester LE1 7RH, UKLeicester Medical School, College of Life Sciences, University of Leicester, Leicester LE1 7RH, UKThe Stoneygate Centre for Empathic Healthcare, Leicester Medical School, College of Life Sciences, University of Leicester, Leicester LE1 7RH, UKLeicester Medical School, College of Life Sciences, University of Leicester, Leicester LE1 7RH, UKLeicester Medical School, College of Life Sciences, University of Leicester, Leicester LE1 7RH, UK; Corresponding author at: Leicester Medical School, Room 2.37, George Davis Centre, University of Leicester, University Road, Leicester LE1 7RH, UK.Objective: To evaluate the feasibility and effectiveness of integrating Making Every Contact Count (MECC) using Healthy Conversation Skills (HCS) into an undergraduate medical curriculum and test the performance of an associated assessment. Methods: Concepts were introduced to second year students through lectures, small group seminars, role-plays and a new Objective Structured Clinical Examination (OSCE).station. Students' feedback was gathered and their examination performance was analysed. Results: MECC/HCS was integrated into the undergraduate medical curriculum at Leicester Medical School. Teaching had a positive impact on the students' self-reported confidence in carrying out MECC (7/10 to 9/10, p > 0.001) and in their self-reported likelihood of doing so (7/10 to 9/10, p > 0.001). The MECC OSCE station was good at discriminating between students' abilities (group discrimination metric 4.36–4.44). The small negative alpha differences for the MECC/HCS station (−0.032 and − 0.028) indicated this station positively contributed to the overall reliability of the assessment. Conclusion: It was feasible to integrate MECC/HCS into an undergraduate medical curriculum, with a positive impact on students' confidence. Innovation: In addition to teaching, this study describes the development and testing of OSCE stations to assess students' MECC skills in simulated clinical scenarios.http://www.sciencedirect.com/science/article/pii/S2772628224001043Patient-centred careMedical educationPreventionHealthy conversation skills |
| spellingShingle | Robyn Fletcher Alexander Hammant Rebecca Symes Andrew Turvey Andy Ward Ary Mahdzir Bharathy Kumaravel The effectiveness of integrating making every contact count into an undergraduate medical curriculum PEC Innovation Patient-centred care Medical education Prevention Healthy conversation skills |
| title | The effectiveness of integrating making every contact count into an undergraduate medical curriculum |
| title_full | The effectiveness of integrating making every contact count into an undergraduate medical curriculum |
| title_fullStr | The effectiveness of integrating making every contact count into an undergraduate medical curriculum |
| title_full_unstemmed | The effectiveness of integrating making every contact count into an undergraduate medical curriculum |
| title_short | The effectiveness of integrating making every contact count into an undergraduate medical curriculum |
| title_sort | effectiveness of integrating making every contact count into an undergraduate medical curriculum |
| topic | Patient-centred care Medical education Prevention Healthy conversation skills |
| url | http://www.sciencedirect.com/science/article/pii/S2772628224001043 |
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