Understanding medical student paths to communication skills expertise using latent profile analysis

References

• Arbuthnott A, Sharpe D. 2009. The effect of physician–patient collaboration on patient adherence in non-psychiatric medicine. Patient Edu and Couns. 77(1):60–67.
   PubMed Web of Science ®Google Scholar
• Bechter BE, Dimmock JA, Howard JL, Whipp PR, Jackson B. 2018. Student motivation in high school physical education: a latent profile analysis approach. J Sport Exerc Psychol. 40(4):206–216.
   PubMed Web of Science ®Google Scholar
• Becker-Haimes EM, Lushin V, Creed TA, Beidas RS. 2019. Characterizing the heterogeneity of clinician practice use in community mental health using latent profile analysis. BMC Psychiatry. 19(1):257.
   PubMed Web of Science ®Google Scholar
• Boscardin CK. 2012. Profiling students for remediation using latent class analysis. Adv Health Sci Educ Theory Pract. 17(1):55–63.
   PubMed Web of Science ®Google Scholar
• Bylund CL, Peterson EB, Cameron KA. 2012. A practitioner’s guide to interpersonal communication theory: an overview and exploration of selected theories. Patient Educ Couns. 87(3):261–267.
   PubMed Web of Science ®Google Scholar
• Chandra S, Mohammadnezhad M, Ward P. 2018. Trust and communication in a doctor-patient relationship: a literature review. J Healthc Commun. 3(3):36.
   Google Scholar
• Choi CJ, Kim JM, Park YG. 2004. Patient-centered attitudes and communication skills in medical students after clerkship. Korean J Med Educ. 16(2):169–177.
   Google Scholar
• Cole S, Bird J, Weiner JS. 2013. Three functions: the basic model. In: Cole S, Bird J. The medical interview: the three function approach. New York (NY): Springer; p. 7.
   Google Scholar
• Cömert M, Zill JM, Christalle E, Dirmaier J, Härter M, Scholl I. 2016. Assessing communication skills of medical students in Objective Structured Clinical Examinations (OSCE) – a systematic review of rating scales. PLoS One. 11(3):e0152717.
   PubMed Web of Science ®Google Scholar
• Englander R, Flynn T, Call S, Carraccio C, Cleary L, Fulton TB, Garrity MJ, Lieberman SA, Lindeman B, Lypson ML, et al. 2016. Toward defining the foundation of the MD degree: core entrustable professional activities for entering residency. Acad Med. 91(10):1352–1358.
   PubMed Web of Science ®Google Scholar
• Geiser C, Lehmann W, Eid M. 2006. Separating “rotators” from “nonrotators” in the mental rotations test: a multigroup latent class analysis. Multivariate Behav Res. 41(3):261–293.
   PubMed Web of Science ®Google Scholar
• Gillespie C, Zabar S, Altshuler L, Fox J, Pusic M, Xu J, Kalet A. 2016. The Research on Medical Education Outcomes (ROMEO) registry: addressing ethical and practical challenges of using “bigger,” longitudinal educational data. Acad Med. 91(5):690–695.
   PubMed Web of Science ®Google Scholar
• Hanley K, Gillespie C, Zabar S, Adams J, Kalet A. 2019. Monitoring communication skills progress of medical students: establishing a baseline has value, predicting the future is difficult. Patient Educ Couns. 102(2):309–315.
   PubMed Web of Science ®Google Scholar
• Howard MC, Hoffman ME. 2018. Variable-centered, person-centered, and person-specific approaches: where theory meets the method. Organ Res Methods. 21(4):846–876.
   Web of Science ®Google Scholar
• Kalet A, Pugnaire MP, Cole-Kelly K, Janicik R, Ferrara E, Schwartz MD, Lipkin M, Lazare A. 2004. Teaching communication in clinical clerkships: models from the macy initiative in health communications. Acad Med. 79(6):511–520.
   PubMed Web of Science ®Google Scholar
• Karnieli-Miller O, Michael K, Gothelf AB, Palombo M, Meitar D. 2021. The associations between reflective ability and communication skills among medical students. Patient Educ Couns. 104(1):92–98.
   PubMed Web of Science ®Google Scholar
• Kurtz S, Silverman J, Draper J, van Dalen J, Platt FW. 2017. Teaching and learning communication skills in medicine. Boca Raton: CRC Press.
   Google Scholar
• Lazare A, Putnam SM, Lipkin M. 1995. Three functions of the medical interview. In: Lipkin M, Putnam SM, Lazare A, Gragory Carroll J, Frankel RM, editors. The medical interview: clinical care, education, and research. New York (NY): Springer; p. 3–19.
   Google Scholar
• Liu Z, Zhang Y, Tian L, Sun B, Chang Q, Zhao Y. 2017. Application of latent class analysis in assessing the competency of physicians in China. BMC Med Educ. 17(1):208.
   PubMedGoogle Scholar
• Mak-van der Vossen MC, van Mook WNKA, Kors JM, van Wieringen WN, Peerdeman SM, Croiset G, Kusurkar RA. 2016. Distinguishing three unprofessional behavior profiles of medical students using latent class analysis. Acad Med. 91(9):1276–1283.
   PubMed Web of Science ®Google Scholar
• Mortsiefer A, Immecke J, Rotthoff T, Karger A, Schmelzer R, Raski B, Schmitten JI, Altiner A, Pentzek M. 2014. Summative assessment of undergraduates’ communication competence in challenging doctor-patient encounters. Evaluation of the Düsseldorf CoMeD-OSCE. Patient Educ Couns. 95(3):348–355.
   PubMed Web of Science ®Google Scholar
• Nylund KL, Asparouhov T, Muthén BO. 2007. Deciding on the number of classes in latent class analysis and growth mixture modeling: a Monte Carlo simulation study. Struc Equat Model. 14(4):535–569.
   Web of Science ®Google Scholar
• Park YS, Morales A, Ross L, Paniagua M. 2020. Reporting subscore profiles using diagnostic classification models in health professions education. Eval Health Prof. 43(3):149–158.
   PubMed Web of Science ®Google Scholar
• Rider EA, Hinrichs MM, Lown BA. 2006. A model for communication skills assessment across the undergraduate curriculum. Med Teach. 28(5):e127–e134.
   PubMed Web of Science ®Google Scholar
• Simmenroth-Nayda A, Weiss C, Fischer T, Himmel W. 2012. Do communication training programs improve students’ communication skills? – A follow-up study. BMC Res Notes. 5(5):486.
   PubMedGoogle Scholar
• Stahl L. 2019. How the NYU School of Medicine is going tuition-free. CBS News; [published September 1, 2019, accessed May 6, 2022]. https://www.cbsnews.com/news/tuition-free-medical-school-how-the-nyu-school-of-medicine-is-going-tuition-free-60-minutes-2019-09-01/.
   Google Scholar
• The Liaison Committee on Medical Education (LCME). 2022. Functions and structure of a medical school: standards for accreditation of medical education programs leading to the MD Degree. https://lcme.org/publications/#Standards.
   Google Scholar
• The World Federation for Medical Education. 2020. Developing communication skills for the General Practice Consultation Process [published April 7, accessed May 6, 2022]. https://wfme.org/download/developing-communication-skills-for-the-general-practice-consultation-process/.
   Google Scholar
• Vogel D, Meyer M, Harendza S. 2018. Verbal and non-verbal communication skills including empathy during history taking of undergraduate medical students. BMC Med Educ. 18(1):157.
   PubMedGoogle Scholar
• Wilhite JA, Altshuler L, Zabar S, Gillespie C, Kalet A. 2020. Development and maintenance of a medical education research registry. BMC Med Educ. 20(1):199.
   PubMed Web of Science ®Google Scholar
• Winefield HR, Chur-Hansen A. 2000. Evaluating the outcome of communication skill teaching for entry-level medical students: does knowledge of empathy increase? Med Educ. 34(2):90–94.
   PubMed Web of Science ®Google Scholar