A systematic scoping review of communication skills training in medical schools between 2000 and 2020.
Vaishnavi VenktaramanaEleanor Kei Ying LohClarissa Jing Wen WongJun Wei YeoAndrea York Tiang TeoCelest Sin Yu ChiamDillon Jie Ming FooFaith TeoJonathan LiangVijayprasanth RaveendranLuke Cheng Lin ChngShiwei XiaoKevin ChongSeng Leong QuekChristine Li Ling ChiangRachelle Qi En TohCaleb Wei Hao NgElijah Gin LimShariel LeongKuang Teck TayAmos ChanElisha Wan Ying ChiaLaura Hui Shuen TanYun Ting OngKrish SheriJun Xuan NgAnnelissa Mien Chew ChinJamie Xuelian ZhouMin ChiamAlexia Sze Inn LeeStephen MasonLalit Kumar Radha KrishnaPublished in: Medical teacher (2022)
While variable in approach, content and assessment, CST in medical schools often employ stage-based curricula to instil competency-based topics of increasing complexity throughout medical school education. This process builds on the application of prior knowledge and skills, influencing practice and, potentially, the students' professional identity formation. In addition, the institution plays a critical role in overseeing training, ensuring longitudinal guidance and holistic assessments of the students' progress.