Background In pediatrics, effective communication requires empathy, active engagement with the child and their family, and a mutual sense of trust. Difficulties in communication and low confidence among medical students when interviewing pediatric patients may be associated with the lack of formal training in communication skills during undergraduate education and the limited integration of this content into medical curricula. Objective To develop, validate, and implement a pediatric communication skills course for medical students, evaluating its effectiveness, acceptance, and impact on students’ self-perception and performance. Methods This is a methodological study developed in five stages: (1) Course design, based on leading protocols and literature on pediatric communication, and guided by gaps identified in a prior study on students’ perceptions of communication skills in pediatrics; (2) Content validation using the Delphi technique, with 11 experts evaluating the adequacy of course elements; (3) Pilot testing to adjust the course structure and teaching strategies; (4) Course implementation with 27 eighth-semester medical students, delivered as a voluntary extension activity; and (5) Evaluation using quantitative tools, and statistical analysis. All participants signed informed consent and assent forms. The study was approved by the Research Ethics Committee. Results The course was developed based on established protocols and validated by 11 experts through the Delphi technique, achieving high content validity (CVI > 0.8). In the pilot phase, the course was well accepted, deemed relevant to its purpose (I-CVI = 1.0), and was recommended by the participants. In the subsequent administration with 27 students, all scored above 80% on the post-test. There was a significant improvement in students’ self-perceived communication skills, particularly in opening the discussion, gathering information, and understanding the patient’s and family’s perspective. Statistical analysis showed a significant association between increased confidence and the ability to interview children (p < 0.0001), caregivers (p = 0.0052) and adolescents (p = 0.0032), and communicate effectively (p = 0.0005). Conclusions The pediatric communication skills course developed and validated in this study proved to be an effective and well-accepted intervention to enhance medical students’ communication competencies. Expert validation ensured content quality, while implementation with students demonstrated significant gains in performance and confidence for clinical practice.

Communication skills in pediatrics: validation of a training course for students

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2025年12月5日

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Glenia Junqueira Machado Medeiros,
Simone Appenzeller

摘要

Background

In pediatrics, effective communication requires empathy, active engagement with the child and their family, and a mutual sense of trust. Difficulties in communication and low confidence among medical students when interviewing pediatric patients may be associated with the lack of formal training in communication skills during undergraduate education and the limited integration of this content into medical curricula.

Objective

To develop, validate, and implement a pediatric communication skills course for medical students, evaluating its effectiveness, acceptance, and impact on students’ self-perception and performance.

Methods

This is a methodological study developed in five stages: (1) Course design, based on leading protocols and literature on pediatric communication, and guided by gaps identified in a prior study on students’ perceptions of communication skills in pediatrics; (2) Content validation using the Delphi technique, with 11 experts evaluating the adequacy of course elements; (3) Pilot testing to adjust the course structure and teaching strategies; (4) Course implementation with 27 eighth-semester medical students, delivered as a voluntary extension activity; and (5) Evaluation using quantitative tools, and statistical analysis. All participants signed informed consent and assent forms. The study was approved by the Research Ethics Committee.

Results

The course was developed based on established protocols and validated by 11 experts through the Delphi technique, achieving high content validity (CVI > 0.8). In the pilot phase, the course was well accepted, deemed relevant to its purpose (I-CVI = 1.0), and was recommended by the participants. In the subsequent administration with 27 students, all scored above 80% on the post-test. There was a significant improvement in students’ self-perceived communication skills, particularly in opening the discussion, gathering information, and understanding the patient’s and family’s perspective. Statistical analysis showed a significant association between increased confidence and the ability to interview children (p < 0.0001), caregivers (p = 0.0052) and adolescents (p = 0.0032), and communicate effectively (p = 0.0005).

Conclusions

The pediatric communication skills course developed and validated in this study proved to be an effective and well-accepted intervention to enhance medical students’ communication competencies. Expert validation ensured content quality, while implementation with students demonstrated significant gains in performance and confidence for clinical practice.