Teaching patient-centred communication skills during clinical procedural skill training - a preliminary pre-post study comparing international and local medical students

Table 5 Global ratings assessing students’ procedural performance (professionalism) and accompanying communication skills

Study variables (range/code)	International students (n = 15)		Local students (n = 28)		Difference tests
	Pre-training	Post-training	Pre-training	Post-training	Pre-training			Post-training
	n (%)	n (%)	n (%)	n (%)	χ²	p	phi	χ²	p	phi
IPPI - professionalism: competent (5–6)	4 (26.7)	9 (60)	14 (50.0)	19 (67.9)	2.18	.139	−0.23	.26	.606	−0.08
IPPI - professionalism: borderline (3–4)	10 (66.7)	6 (40.0)	14 (50.0)	9 (32.1)	1.10	.294	0.16	.26	.606	0.08
IPPI - professionalism: not competent (0–2)	1 (6.7)	0.0 (0.0)	0 (0.0)	0.0 (0.0)	1.91	.167	0.21	–	–	–
Global rating comm.: competent (5–6)	5(33.3)	8 (53.3)	20 (71.4)	27 (96.4)	5.82	.016	−0.37	11.98	.001	−0.53
Global rating comm.: borderline (3–4)	8 (53.3)	7 (46.7)	8 (28.6)	1 (3.6)	2.56	.110	0.24	11.98	.001	0.53
Global rating comm.: not competent (0–2)	2 (13.3)	0 (0.0)	0 (0.0)	0 (0.0)	3.91	.048	0.30	–	–	–

Notes: Effect sizes were determined by phi coefficient, where .1 is considered a small effect, .3 a medium effect and .5 a large effect

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