Background: Communication skills are of top priority for health care provider's professional traits and communication is an essential part of the midwifery care. Many studies of midwifery and midwifery students' communication skills are poor and average. This study aimed to evaluate the effects of communication skills training through the Calgary Cambridge model on communication skill among midwifery students. Methods: This randomized controlled field trial was conducted in 2018. Thirty midwifery students were recruited using conventional sampling method from Golestan University of Medical Sciences, Gorgan, Iran. Then subjects was assigned into two experimental and control groups by stratified random allocation method. Initially, their communication skill was assessed using Queendom scale. Participants in the experimental group received communication skills training based on Calgary-Cambridge model in four four-hour sessions held twice weekly. The control group did not receive any intervention. Communication skill in both control and experimental groups was re-assessed respectively four weeks after pretest. Data were analyzed using the Mann-Whitney U test, the independent-sample t test and the paired-sample test in SPSS-16 software. Results: The pretest mean scores of communication skill in the experimental and the control groups were respectively 122. 43± 9. 40 and 122. 29± 7. 81, with no significant between-group difference. At post-test, the mean score of communication skill in the experimental and the control groups was respectively 122± 8. 06 and 120± 8. 08 and the between-group difference was not significant (P=0. 51). Conclusion: Communication skills training through Calgary-Cambridge model is not effective in significantly improving midwifery students’ communication skill. Therefore, to improve communication skills, this model is insufficient and may need to be modified, or it is necessary to add more intervention to this model.

Background: The hearing impairment child is at risk the loneliness living and the lost of social discussion coequals partnership. The purpose of this research was to determine the effectiveness of social skills training on decreasing the social phobia of students with hearing impairment.Materials and Methods: In this study, students with hearing impairment were randomly selected and the pre-test of SPIN was completed by them. Post-test for SPIN were administered immediately after intervention. To evaluate participant’s performance after a period of one month from the end of the instruction, both groups were reassessed.Results: Result of the follow-up scores show that after removing the effect of pre-test, there is statistically significant difference (F=11.371, p<0.001) between the scores of both group in follow-up position.Conclusion: Social skills training significantly decreased the social phobia in students with hearing impairment.

Background and purpose: Clinical competence has four essential components: knowledge, physical exam, problem solving and communication skill. The communication skill isn’t an optional extra in medical training but it is a core clinical skill. This study is performed in order to determine whether communication skill training for Internal Medicine and Infectious Disease residents improves their clinical competence. Methods: This study was performed in 2004-2005 in Isfahan University of Medical Sciences. Thirteen internal Medicine and Infectious Disease residents were involved in this study. We had 8 residents in group one and 5 residents in group two. Group one first participated in communication skill workshop and then their clinical skill was evaluated with objective structured clinical examination (OSCE1).Group two’s clinical skill was first evaluated with OSCE 1 and then after participating in communication skill workshop again their clinical skill was evaluated by OSCE 2.The scores of group one in OSCE1 after participation in communication skill workshop were compared to group two in OSCE1 before the workshop. The scores of group two before the communication skill workshop (OSCE1) and after the workshop (OSCE2) were compared. Also the scores of group one after the workshop(OSCE1) and group two after the workshop(OSCE2) were compared. Results: Group one after the communication skill workshop had significantly higher scores in clinical skill compared to group two before the workshop. Group two had significantly higher clinical skill scores after the communication skill workshop compared to the clinical skill scores of the same group before the workshop.Conclusion: Communication skill workshop significantly improved the clinical skill of Internal medicine and Infectious disease residents.

Objectives Communication skills are key element of dental practice. In this study, we aimed to evaluate the effects of a communication skill training course on the verbal, listening, and feedback skills of dental students. Methods A total of 42 (20 males and 22 females) third-year dental students of the School of Dentistry of Shahid Beheshti University of Medical Sciences (Tehran, Iran) were enrolled in this study and asked to complete the Burton GE questionnaire before and after the clinical communication skill training course. The students were instructed through lectures, case-based scenarios, and group discussions. The questionnaire consisted of 18 questions in three dimensions of listening, verbal, and feedback skills, with each area including six questions. The reliability coefficient was determined by measuring Cronbach’, s alpha coefficient. The validity of the questionnaire was also investigated in this study. The collected data were analyzed using paired t-test. Results The mean total score of the students increased from 17. 07 to 22. 17 for the verbal skills, from 11. 80 to 15. 21 for the listening skills, and from 16. 55 to 21. 76 for the feedback skills. There were significant improvements in the students’,verbal (P<0. 001), listening (P<0. 001), and feedback skills (P<0. 001) after their participation in the communication skill training course. No sex predilection was observed in the baseline and final results. Conclusion communication skill training courses could have remarkable effects on the improvement of verbal, listening, and feedback skills of dental students.

Objective: This study aimed to examine the effect of self-disclosure skill training on communication patterns of referred couples to counseling clinics in Bandar Abbas. Methods: The applied research design was an experimental study using pre-test and post-test, which was performed on a population of all referred couples to counseling clinics in Bandar Abbas who were interested to participate in a self-disclosure training workshop in response to the announcement. This study was performed on 26 couples who were selected by simple, convenient sampling method; however, they were randomly assigned to the control and experiment groups. A pre-test was administrated before self-disclosure training. The applied instrument includes Christensen and Salavy’ s scale of communication patterns. Participants in the experiment group had six sessions of training workshop, each lasted for 90 min. After the intervention, both groups answered the questionnaire again. The collected data were analyzed with paired t-test and covariance statistics. Results: The results showed that the intervention led to significant (p < 0. 05) increase in mutual constructive communication pattern and a reduction in mutual avoidance, demand/withdraw, demanding man/withdrawing woman communication patterns. It was also found that the training was not effective on the communication pattern of demanding woman/withdrawing man. Conclusion: The training of simple, but important skills of self-disclosure can help couples to improve their communication and consequently improve their marital satisfaction.