Children and their parents assessing the doctor–patient interaction: a rating system for doctors' communication skills
Article first published online: 25 JUL 2005
Volume 39, Issue 8, pages 820–828, August 2005
How to Cite
Crossley, J., Eiser, C. and Davies, H. A. (2005), Children and their parents assessing the doctor–patient interaction: a rating system for doctors' communication skills. Medical Education, 39: 820–828. doi: 10.1111/j.1365-2929.2005.02230.x
- Issue published online: 25 JUL 2005
- Article first published online: 25 JUL 2005
- Received 3 September 2003; editorial comments to authors 4 November 2003, 12 May 2004; accepted for publication 19 August 2004
- *physician–patient relations;
- referrals and consultation;
- clinical competence/*standards;
- parents/ psychology
Context Only a patient and his or her family can judge many of the most important aspects of the doctor–patient interaction. This study evaluates the feasibility and reliability of children and their families assessing the quality of paediatricians' interactions using a rating instrument developed specifically for this purpose.
Methods A reliability analysis using generalisability theory on the ratings from 352 doctor–patient interactions across different speciality clinics.
Results Ratings were normally distributed. They were highest for ‘overall’ performance, and lowest for giving time to discuss the families' agenda. An appropriate sample of adults' ratings provided a reliable score (G = 0.7 with 15 raters), but children's ratings were too idiosyncratic to be reproducible (G = 0.36 with 15 raters).
Conclusions and further work Accompanying adults can provide reliable ratings of doctors' interactions with children. Because an adult is usually present at the consultation their ratings provide a highly feasible and authentic approach. Sampling doctors' interactions from different clinics and with patients of both genders provides a universal picture of performance. The method is ideal to measure performance for in-training assessment or revalidation. Further work is in progress to evaluate the educational impact of feeding ratings back to the doctors being assessed, and their use in a range of clinical contexts.