Patient and physician perceptions of physicians' interpersonal skills

The purposes of this study were: to investigate and compare the perceptions of patients and physicians with respect to physicians' interpersonal skills; and to investigate physicians' perceptions of the effects of medical education and training on their interpersonal skills and respective relationships with patients. The literature review examined the history of medical education; outcomes of medical education; and medical education reform. The theoretical framework incorporates the dimensions of knowledge, practical experience, socialization, and psychological and emotional character. Physicians' interpersonal skills were investigated in the areas of empathy and compassion; encouraging effective patient dialogue and interpersonal interaction; communicating regarding emotional health and offering emotional support; and considering patients' life circumstances.;Data were collected from 67 physicians of practicing internal or family medicine, and 106 patients. Both groups were asked to complete questionnaires, with patients providing information on their perception of their physician's interpersonal skills; and physicians providing information regarding perceptions of their interpersonal skills and the impact of medical education and training. The data were analyzed to provide information for each behavior and for clusters of behaviors representing empathy and compassion; interpersonal interaction; emotional health; and life circumstances. Mean values and frequencies were reported, and an independent T-test was used to compare the two groups. Each area of medical education and training (medical school, post graduate year one, post graduate beyond year one, and medical practice) was analyzed by comparing means. The results of group comparisons of means indicated a statistically significant difference among the four areas. The data reflective of medical education and training resulted in physicians reporting a slightly positive, but not statistically significant relationship in each area, with the exception of the post graduate year one, which resulted in a neutral effect.;The conclusions drawn from the study results are harmonious with the literature. The findings support the conclusion that medical education and training does little to enhance physicians' interpersonal skills and in some cases, may even be a detriment. There are implications of this study for patients, physicians and medical educators, as all are touched by the outcome.