Communication skills training in medical students

Perceived psychosocial abilities (i.e., competence in addressing the psychosocial
aspects of patient care) and low frustration tolerance (LFT) (i.e., intolerance of
physical or emotional discomfort) have been established as significant attributes of
experienced medical professionals. We aimed to expand our understanding of the role
motivation plays within communication skills training by investigating whether motivation
precedes or, conversely, follows psychosocial attributes. According to goal orientations
theory, motivation denotes the goals students pursue when engaging in learning tasks. We
hypothesized that goal orientations would predict development of psychosocial attributes.
More specifically, an adaptive goal orientation (i.e., mastery goal orientation) was expected
to predict perceived psychosocial abilities, whereas the maladaptive goal orientations (i.e.,
performance-approach and avoidance goal orientations) were hypothesized to predict LFT
(frustration intolerance). The study spanned two sequential years, in which two cohorts of
first-year medical students (N = 151) completed questionnaires at the beginning and end
of an annual physician-patient communication course. The questionnaires assessed goal
orientations, perceived psychosocial abilities, and LFT. Cross-lagged analyses using
Structural Equation Modeling indicated that goal orientations significantly predicted perceived
psychosocial abilities, as hypothesized; however, LFT predicted maladaptive goal
orientation, rather than the other way around. These findings provided further support for
the contribution of goal orientations theory within medical education contexts. Medical
schools are advised to consider motivational aspects when planning and implementing
training programs