Self-assessment and goal-setting is associated with an improvement in interviewing skills

Bibliographic Data

ID15328805
AuthorsKathleen Hanley (0000-0002-1764-0667, New York University, corresponding author), Sondra Zabar (0000-0002-9223-1898, New York University), Joseph Charap (New York University), Joseph Nicholson (0000-0002-6087-4290), Joey Nicholson (0000-0001-8658-5879, New York University), Lindsey Disney (0000-0001-6611-7437, New York University), Adina Kalet (0000-0003-4855-0223, New York University), Colleen Gillespie (0000-0001-9096-3430, New York University)
Year2014
Volume19
Issue1
Pages24407-24407
Publication date2014-01-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueMedical Education Online (JOURNAL)
Journal identifiersISSN: 1087-2981 • E-ISSN: 1087-2981
PublisherTaylor & Francis (PUBLISHER • GB)
DOI10.3402/meo.v19.24407
PMID25059835
OpenAlexW2012669092
LanguageEN
Citations received1
References cited10

In general, the quality of students' SAGS improved over time. Poor baseline SAGS skills and failure to improve were associated with a decrease in interviewing skills at 17 weeks. For students with better SAGS, interviewing skills increased at week 17. Improvement in SAGS skills was not associated with improved interviewing skills. Understanding structured self-assessment skills helps identify student characteristics that influence progressive mastery of communication skills and therefore may inform curriculum and remediation tailoring

Communication skills · Curriculum · Interview · Medical education · Pedagogy · Quality (philosophy · Clinical Reasoning and Diagnostic Skills · Innovations in Medical Education · Medicine · Psychology · Simulation-Based Education in Healthcare

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