A Descriptive Study on Communication Skills of First Year Undergraduate Respiratory Therapy Students

Abstract

Background:

The age old adage of communication is key holds true for healthcare professionals to effectively treat patients and work with healthcare team members. Specifically in respiratory therapy (RT) education, interpersonal communication skills and how these skills translate to successful health outcomes are emphasized. However, formal training in communication skills may be lacking, which can result in challenges for RTs integrating in a new work environment. It is unknown if communication skills training is needed in RT education. The purpose of this study is to describe the impact of evaluation and feedback on face-to-face communication skills in undergraduate RT students.

Methods:

This study was approved by the IRB. First-year RT students self-evaluated their communication skill performance using a standardized interpersonal communication skills inventory. Communication skills were also evaluated during laboratory check-offs and clinical rotations using a standardized rubric and analyzing comments from the evaluators. Multiple evaluators were used, including faculty, second-year RT students and dedicated clinical preceptors. Multiple assessments were completed from program entry until the end of the first major clinical experience.

Results:

There were 18 participants in this study. Overall, self-assessment means increased from their baseline self-assessment to their final self-assessment. However, the only statistically significant changes from baseline to final were in sending clear messages (P=0.020) and giving and getting feedback (P=0.011). Minimal change in communication skills was noted during laboratory check-offs. Communication skills assessed by clinical preceptors improved significantly in all but one category. Faculty comments indicated a trend in improved verbal communication skills, but revealed a need to focus on nonverbal, patient education, building rapport, empathy, and understanding. Clinical preceptor comments indicated an improvement in verbal and nonverbal communication skills as well as building rapport with patient.

Conclusions:

Prior training and on the job experience in customer service may lead to higher proficiency in communication. In order to develop appropriate communication skills, it may be necessary to implement interpersonal communication training early in RT education. Additionally, communication skills could improve with more clinical hours.

Disclosures:

None