Affective and cognitive components of students' attitudes towards communication learning - validation of the Communication Skills Attitude Scale in a cohort of polish medical students

• Published in: BMC medical education 2021-04, Vol.21 (1), p.190-190, Article 190
• Main Authors: Przymuszała, Piotr, Cerbin-Koczorowska, Magdalena, Marciniak-Stępak, Patrycja, Zielińska-Tomczak, Łucja, Piszczek, Martyna, Jasiński, Jan, Marciniak, Ryszard
• Format: Article
• Language: English
• Subjects: Adult Basic Education; Adult Students; Affective components of attitudes; Attitude of Health Personnel; Attitudes; Beliefs, opinions and attitudes; Cognition; Cognitive components of attitudes; Communication; Communication in medicine; Communication skills attitude scale; CSAS; Curricula; Humans; Medical education; Medical research; Medical schools; Medical students; Patients; Poland; Questionnaires; Reproducibility of Results; Skill development; Students, Medical; Study and teaching; Surveys and Questionnaires; Teaching Methods; Translations; Validation studies
• ISSN: 1472-6920; 1472-6920
• DOI: 10.1186/s12909-021-02626-7

The Communication Skills Attitude Scale (CSAS) is a recognized tool for assessment of attitudes towards communication learning. In the original version, it consists of 26 items divided on theoretical assumptions into two subscales: Positive and Negative Attitudes Scales. However, the evidence for its structure seems unsatisfactory, and a simple division into positive and negative attitudes may be insufficient to describe attitudes of medical students towards communication learning. Moreover, the existing evidence of the test-retest reliability of the CSAS seems limited. Consequently, this study aimed to provide more evidence on its psychometric properties while validating the CSAS questionnaire in a cohort of Polish medical students. The CSAS was translated, adapted into Polish, and validated in a cohort of 389 Polish medical students. Statistical analysis involved, among others, parallel analysis to determine the number of factors, confirmatory factor analysis to compare the proposed model with theory-based ones, and test-retest reliability analysis. Conducted analysis revealed that in the examined population, the CSAS should rather consist of four than two subscales. Proposed four subscales addressed perceived outcomes of communication learning, positive and negative attitudes towards it (affective components), and factors motivating students to learn communication (a cognitive component of attitudes). Results of test-retest reliability were satisfactory for individual items and subscales. This study presented a valid and reliable version of the Communication Skills Attitude Scale for Polish medical students and confirmed previous assumptions that CSAS may also be appropriate for assessment of affective and cognitive components of attitudes. Future research should, based on Ajzen's Theory of Planned Behavior, make attempts to develop a tool assessing not only attitudes but also subjective norms and perceived behavioral control.