Objective.

To assess educational practices, problems, and needs in

the teaching of medical interviewing and interpersonal skills.
Design. Questionnaires sent to curricular deans and introductory
course leaders at all US medical schools in 1991.
Results. Of 130 programs, 114 deans (88%) and 92 course directors
(71%) responded. Respondents indicated some advances since a similar
survey in 1977: Virtually all medical schools now offer teaching in
medical interviewing and interpersonal skills. More faculty from a greater
variety of disciplines are involved in this teaching. Most programs feature
observation and feedback of students' interviews with patients, and use a
variety of effective teaching methods, including simulated patients and
role-playing, both little used in 1977. The majority of schools address
students' personal growth through discussion or support groups.
However, there are problems. Most schools lack a faculty development
process. About half of the introductory courses on medical interviewing
take place within physical diagnosis courses, often, it appears, without
systematic observation, feedback, and evaluation of student skills. Many
programs do not explicitly incorporate certain educational principles into
their course designs. As in 1977, there appears to be little coordination or
sequencing of teaching interpersonal skills throughout the curriculum in
most medical schools. Most deans identified significant barriers to
improving teaching.
Conclusions. While a number of educational advances have
occurred there is still great variation in the quality and intensity of
courses offered in US medical schools. However, the pace of progress
bodes well for the future.(JAMA. 1993;269:2101-2105)