Perceived Student Confidence with Patient Communication Following Experiential Learning Experiences
Purpose/Hypothesis: The purpose of this study is to see if an increase in experiential learning (EL) will increase patient communication confidence prior to a physical therapy student’s first full time clinical experience.
Number of Subjects: A total of 137 students were included in this study (n=137). Students were selected from 3 class years (2016 n=47, 2017 n= 55, 2018 n= 35). The final class year 2018 was divided into 2 cohorts based on EL hours (42 hours completed n=22, 51 hours complete n=13).
Materials and Methods: IRB Exempt status was received. Each student was asked to complete the “Patient Communication Confidence Scale: Clinical Skills Confidence Scale”(PCCS) prior to Clinical Experience 1. The PCCS was developed by Chiropractic educators to determine student readiness for clinical practice and felt to have relevant questions for PT students. EL hours were calculated for each cohort and included but were not limited to patient simulation, visits to clinical sites, patient interaction in the clinic and classroom, participation in an interdisciplinary patient interaction program and integrated clinical experiences. Statistical analysis was completed using SPSS by 2 statisticians. Correlations between overall confidence scores and individual questions, and EL hours were determined using Spearman P Values.
Results: The 2016 cohort had a total of 16.5 hours of EL (n=47), and 2017 had a total of 28.5 hours (n=55). Class of 2018 was divided into 2 cohorts (42 hours completed n=22, 51 hours complete n=13). While a significant correlation was not found between overall PCCS Score and hours of EL (p=0.718), positive correlation was noted on select sub-scores. Specifically, 50% of the questions focused on “Taking a patient history” demonstrated positive correlations in taking a medical history from someone of the opposite gender (p=0.013), the same gender (p=0.008), and of a similar age (p=0.013).
Conclusions: Multidisciplinary research has shown positive effects of EL. Student self-efficacy with communication has been studied in relationship to EL in the chiropractic and nursing fields, but limited within physical therapy. Although a statistically significant correlation did not exist, interviews with students and clinicians indicated they all believed that EL positively affected confidence with communication. Limitations of this research include the inability to control for the quality of EL activities due to varied student placements and educators involved, as well as the influence of non-required EL including volunteer experiences, observation of the clinical setting, and volunteer participation in a pro bono clinic. Further research should be completed on the effects of EL on student self-efficacy and confidence with patient communication. Possible isolation of questions related to patient interviewing should also be considered.
Clinical Relevance: This initial study demonstrate that students report confidence in conducting patient interview with select patient populations. Exploration of focused EL opportunities to increase communication confidence with dissimilar patient populations is warranted.