Micro-expression Reading Skill Training in Medical Students

November 6, 2015 updated by: Sang Yeoup Lee, Pusan National University Hospital

Effects of Micro- and Subtle-expression Reading Skill Training in Medical Students

This study was undertaken to investigate the effectiveness of the Micro Expression Training Tool (METT) and the Subtle Expression Training Tool (SETT) to help improve the non-verbal communication skills of medical students.

Study Overview

Status

Completed

Conditions

Detailed Description

Teaching and assessing communication skills is an important component of medical school curricula, and it is not easy for medical students to develop non-verbal communication skills without adequate training. This study was undertaken to investigate the effectiveness of the Micro Expression Training Tool (METT) and the Subtle Expression Training Tool (SETT) to help improve the non-verbal communication skills of medical students.

Study Type

Interventional

Enrollment (Actual)

82

Phase

  • Not Applicable

Participation Criteria

Researchers look for people who fit a certain description, called eligibility criteria. Some examples of these criteria are a person's general health condition or prior treatments.

Eligibility Criteria

Ages Eligible for Study

25 years to 35 years (Adult)

Accepts Healthy Volunteers

No

Genders Eligible for Study

All

Description

Inclusion Criteria:

  • Year 1 and 2 medical students, PNUSOM

Exclusion Criteria:

  • incomplete survey response

Study Plan

This section provides details of the study plan, including how the study is designed and what the study is measuring.

How is the study designed?

Design Details

  • Allocation: Randomized
  • Interventional Model: Single Group Assignment
  • Masking: Double

Arms and Interventions

Participant Group / Arm
Intervention / Treatment
Experimental: training group
41 training students were pre-tested before education with Micro Expression Training Tool (METT) and Subtle Expression Training Tool (SETT) at baseline and then, took second METT and SETT tests after a 1-hour class about interpreting micro and subtle expressions.
The Micro Expression Training Tool (METT) and the Subtle Expression Training Tool (SETT) to help improve the non-verbal communication skills
No Intervention: control group
41 control students were pre-tested before education with METT and SETT at baseline and then, took the second tests without attend the training class.

What is the study measuring?

Primary Outcome Measures

Outcome Measure
Measure Description
Time Frame
Expression Training Tool score
Time Frame: through study completion, 1 year
difference of Micro and Subtle Expression Training Tool score between pre-test and post-test
through study completion, 1 year

Collaborators and Investigators

This is where you will find people and organizations involved with this study.

Study record dates

These dates track the progress of study record and summary results submissions to ClinicalTrials.gov. Study records and reported results are reviewed by the National Library of Medicine (NLM) to make sure they meet specific quality control standards before being posted on the public website.

Study Major Dates

Study Start

March 1, 2014

Primary Completion (Actual)

June 1, 2014

Study Completion (Actual)

June 1, 2014

Study Registration Dates

First Submitted

November 5, 2015

First Submitted That Met QC Criteria

November 6, 2015

First Posted (Estimate)

November 10, 2015

Study Record Updates

Last Update Posted (Estimate)

November 10, 2015

Last Update Submitted That Met QC Criteria

November 6, 2015

Last Verified

November 1, 2015

More Information

Terms related to this study

Other Study ID Numbers

  • micro-expression reading

This information was retrieved directly from the website clinicaltrials.gov without any changes. If you have any requests to change, remove or update your study details, please contact register@clinicaltrials.gov. As soon as a change is implemented on clinicaltrials.gov, this will be updated automatically on our website as well.

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