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Does ComPsych Communication Skills Training Alter Trainee Self-Efficacy?

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Abstract

Objective

ComPsych communication skills training is designed to teach psychiatry trainees effective skills and strategies for undertaking key communication tasks relating to mental illness, such as schizophrenia, with patients and their families/carers. This study examined the program’s feasibility, utility, and trainees’ self-efficacy.

Methods

Trainee cohorts attending their first year formal education course were recruited annually over 4 years between 2015 and 2018. Each trainee attended at least one session of training in their cohort year. Trainees completed a questionnaire presenting questions about personal demographics, their perceived confidence in communication, and the effectiveness of elements of training delivery. A total of 41 trainee psychiatrists (15 male) completed the questionnaires presented at four time points (two pre-training and two post-training).

Results

Participants reported a significant increase in confidence in their own communication skills post-training (d = 1.12) and rated elements of training delivery (video feedback, feedback from peers in small groups, small group facilitation, and use of simulated patients) as significantly more helpful or effective post-training (d = 0.42). Trainees also reported a significantly increased ability to critically evaluate their own communication skills post-training (d = 0.59), suggesting an increased ability to recognize their own communication skill competence.

Conclusions

Following ComPsych training, trainees were more confident discussing information about schizophrenia with patients and their families/carers and were more able to critically evaluate their own communication skills: an important feature of good clinical acumen. These subjective ratings provide important self-efficacy information, including the benefits perceived and evidence of the program’s feasibility and utility.

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Acknowledgements

This study was conducted by a PhD student from the University of Newcastle, in conjunction with the student’s supervisors. We would like to thank HNET Psychiatry trainees for participating in this study. Thanks to Kerrin Palazzi at HMRI Clinical Research Design and Statistical Services for statistical assistance.

Funding

This research was supported by an Australian Government Research Training Program (RTP) Scholarship and additional grant assistance from the Centre for Brain and Mental Health Research.

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Authors and Affiliations

  1. Hunter New England Mental Health, Newcastle, NSW, Australia

    Philippa Ditton-Phare & Harsimrat Sandhu

  2. University of Newcastle, Callaghan, Newcastle, NSW, Australia

    Brian Kelly & Carmel Loughland

Authors
  1. Philippa Ditton-Phare
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  2. Harsimrat Sandhu
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  3. Brian Kelly
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  4. Carmel Loughland
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Corresponding author

Correspondence to Philippa Ditton-Phare.

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On behalf of all authors, the corresponding author states that there is no conflict of interest.

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The funding body of the student’s PhD played no role in study design, collection, analysis, interpretation of data, writing the report, or in the decision to submit the paper for publication. They accept no responsibility for the contents.

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Ditton-Phare, P., Sandhu, H., Kelly, B. et al. Does ComPsych Communication Skills Training Alter Trainee Self-Efficacy?. Acad Psychiatry 46, 303–310 (2022). https://doi.org/10.1007/s40596-021-01517-9

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  • DOI: https://doi.org/10.1007/s40596-021-01517-9

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