TY - JOUR T1 - Students' attitudes towards learning communication skills: correlating attitudes, demographic and metacognitive variables AU - Lumma-Sellenthin, A. KW - attitudes towards communication skills learning KW - patient orientation KW - problem-based learning KW - self-regulation PY - 2012/10/24 Y1 - 2012/09/29 VL - 3 N1 - doi: 10.5116/ijme.5066.cef9 DO - 10.5116/ijme.5066.cef9 M3 - doi: 10.5116/ijme.5066.cef9 JO - Int J Med Educ SP - 201 EP - 208 PB - IJME SN - 2042-6372 UR - http://www.ijme.net/archive/3/attitude-towards-learning-communication-skills/ L1 - http://www.ijme.net/archive/3/attitude-towards-learning-communication-skills.pdf N2 - Objectives: This study aimed at exploring the relationship of students' attitudes towards learning communication skills to demographic variables, metacognitive skills, and to the appreciation of patient-oriented care. Methods: The cross-sectional survey study involved first- and third-term students from two traditional and two problem-based curricula (N= 351). Demographic variables, attitudes towards communication skills learning, patient orientation, and awareness of learning strategies were assessed. Differences in attitude measures were assessed with t-tests and univariate comparisons. With multiple linear regressions predictor variables of students' attitudes towards communication skills learning and patient-oriented care were identified. Results: A positive attitude towards learning communica-tion skills was predicted by a caring patient orientation, self-regulation of learning strategies, and female gender (R2= 0.23; F (9,310) = 9.72; p < 0.001). Students' caring patient orientation was predicted by their attitudes towards learning communication skills, female gender, and higher age (R2= 0.23; F (9,307) = 13.48; p < 0.001). Students from a traditional curriculum were least interested in learning communication skills (F (3, 346) = 26.75; p <0.001). Conclusions: Students' attitudes towards learning communication skills and their caring patient orientation are interrelated. However, communication skills are considered as more positive by students with good self-regulatory skills. Early training of self-regulation and the training of communication skills in mixed-gender groups are recommended. ER -