Objectives: This study aimed to evaluate the effects of a revised small-group standardized patient (SP) interview curriculum on medical students’ perceived importance, self-confidence, and satisfaction regarding communication skills, and to compare the results with a 2021 study conducted at the same institution.Methods: A total of 56 fourth-year students at a Korean medical school completed the revised curriculum in 2025, which incorporated small-group 1:1 SP interviews, role-play, and faculty feedback based on the Calgary-Cambridge Guide. Perceived importance and self-confidence for 15 communication skills (CC1-CC15) were measured using a 5-point Likert scale. Scores were converted to a 100-point scale for comparison with 2021 data (4-point scale, N=41). Importance-Performance Analysis (IPA) and thematic analysis of student feedback were also conducted.Results: Overall perceived importance increased from 78.2 to 92.2 (+14.0), and self-confidence from 61.3 to 82.4 (+21.1) on the 100-point scale. The importance-confidence gap decreased from 16.9 to 9.8. CC1 (rapport building) showed complete resolution of the importance-confidence gap (18.8→0.0), while CC10-CC13 (explanation and planning) remained in the “Concentrate Here” quadrant. Student satisfaction was highest for SP interview practice (4.94/5.0).Conclusions: The revised small-group SP interview curriculum significantly improved students’ perceived importance and self-confidence in communication skills. Explanation and planning skills require targeted instructional strategies. Contextualization of the Calgary-Cambridge Guide for Korean medicine education remains an ongoing challenge.
Choo et al. (Mon,) studied this question.