Primary specialized accreditation includes an expert assessment of the communication skills of doctors at the «Collecting complaints and anamnesis» station with the participation of a standardized patient. However, based on the results of the demonstration of communication skills at only one station, it can hardly be considered that such an assessment is complete and objective.

PURPOSE OF THE STUDY

Determine the compliance of the content and methods of assessing the communication skills of doctors with the requirements of structured material, integrativity and objectivity in the course of primary specialized accreditation.

MATERIAL AND METHODS

The study involved 103 people who underwent the procedure of primary specialized accreditation at the multi-profile accreditation and simulation center of the Northern State Medical University of the Ministry of Health of Russia (Arkhangelsk) in July 2021, 24 experts, 3 standardized patients. The experts, observing the actions of the accredited, filled out checklists. After the accreditation procedure, a survey of experts, standardized patients and accredited patients was carried out to identify a subjective assessment of communication skills.

RESULTS

The experts noted that 90% of the accredited completed the communicative actions necessary to collect complaints and anamnesis. Standardized patients more rigorously assessed the level of communicative competence of the accredited and noted the need to improve communication skills such as involving the patient in the treatment and diagnostic process, explaining information during the establishment of a dialogue using «simple» language. At the same time, 47% of those accredited believe that they have completed the task at the station at an intermediate level. It was revealed that in the world medical educational practice for teaching and assessing communication skills, it is customary to use a coordinated approach, which involves unified assessment tools for a systematic assessment of communication skills, regardless of the specifics of the medical specialty.

CONCLUSION

Development and implementation, with the participation of the medical educational and professional community in the Russian Federation, of a unified methodology for teaching and assessing communication skills will provide sustainable results for preparing doctors to communicate with a patient and provide a structured-integrative objective assessment of these skills at all stages of certification and accreditation of specialists.