Sharif Asmaa F, Moustafa Nouran M, Abdo Sanaa A, Aloshari Samar H A, Al-Dress Abdulmajeed
Clinical Medical Sciences Department, College of Medicine, Dar Al Uloom University, Riyadh, Saudi Arabia.
Forensic Medicine and Clinical Toxicology Department, Faculty of Medicine, Tanta University, Tanta, Egypt.
Adv Med Educ Pract. 2025 Jun 28;16:1077-1101. doi: 10.2147/AMEP.S525930. eCollection 2025.
The present study aimed to explore the current presentation and communication practices among medical students and investigate the influence of adopting an integrated curriculum on communication and presentation skills in different phases, emphasizing the motivating and challenging aspects.
An exploratory mixed-methods two-phase study was conducted among 362 medical students at different phases of the program.
The current study conveyed a comparable positive self-perception of the current presentation designs and styles among medical students. More than 72% and 53% of students thought problem and case-based learning positively influenced their communication and presentation skills, respectively. Interns were more likely to identify themselves as storytellers than students in earlier years (7.9/10). Most students (>80%) reported positive perceptions of their pronunciation, tone, volume, and fluency. There was a positive correlation between presentation and communication skills (r=0.534, p=0.000). Approximately 37% of students agreed that problem-based learning and case-based learning improved their presentation and communication skills. The primary reported challenges were the time constraints (40.1%), and the need for more training (34%) and practice (39.2%). Other reported challenges were the high stress levels and complex adaptation to audience expectations. The most motivating factors were the interest in improvement (66.3%), willing to increase self-confidence (64.9%), obtaining high grades (53.3%), and being more efficient (52.5%). Other motivations were exposure to real-world scenarios and the presence of role models. However, while students agreed that their skills are improving, this progress feels slow. Though clinical phase students showed higher achievement of several learning outcomes than younger students, basic science-phase students outperformed their clinical phase counterparts in recognizing the importance of teamwork (93.25% versus 91.16%).
The integrated curriculum offers equal opportunities to enhance communication and presentation skills in all phases of the program. Addressing the reported challenges and fostering the motivating factors are advisable.
本研究旨在探讨医学生当前的展示和沟通实践情况，并调查采用整合课程对不同阶段沟通和展示技能的影响，重点关注激励和具有挑战性的方面。
对该项目不同阶段的362名医学生进行了一项探索性混合方法两阶段研究。
当前研究表明，医学生对当前的展示设计和风格有着类似的积极自我认知。超过72%和53%的学生分别认为基于问题和基于案例的学习对他们的沟通和展示技能有积极影响。与早期学生相比，实习生更倾向于将自己视为讲述者（7.9/10）。大多数学生（>80%）对自己的发音、语调、音量和流利程度表示积极看法。展示技能和沟通技能之间存在正相关（r = 0.534，p = 0.000）。约37%的学生同意基于问题的学习和基于案例的学习提高了他们的展示和沟通技能。报告的主要挑战是时间限制（40.1%），以及需要更多培训（34%）和练习（39.2%）。其他报告的挑战是压力水平高以及难以适应观众期望。最具激励性的因素是对提高的兴趣（66.3%）、愿意增强自信心（64.9%）、取得高分（53.3%）和提高效率（52.5%）。其他动机包括接触现实世界场景和榜样的存在。然而，虽然学生们同意他们的技能正在提高，但这种进步感觉很慢。尽管临床阶段的学生在几个学习成果方面比低年级学生表现更好，但基础科学阶段的学生在认识团队合作的重要性方面优于临床阶段的学生（93.25%对91.16%）。
整合课程为在项目的所有阶段提高沟通和展示技能提供了平等机会。建议应对报告的挑战并促进激励因素。
