Evaluation of inter-professional communication and leadership skills among graduating Canadian urology residents

  • Gregory William Hosier Queen's University
  • Naji J. Touma Queen's University
Keywords: Medical education, communication skills, leadership skills, multisource feedback


Introduction: The importance of developing inter-professional communication and leadership skills among residents is well-recognized; however, formal tools to assess these skills are lacking. The goal of our study was to assess the leader and communicator roles in graduating urology residents using a validated selfassessment form developed for business students that focuses on inter-professional skills.

Methods: Chief residents (n=36) were evaluated with surveys of communication and leadership skills. The same surveys were administered through email to the residents’ program directors (PDs). Resident self-assessment and PD assessment were compared using paired and non-paired t-tests.

Results: Graduating urology residents’ self-assessment of their communication and leadership skills did not differ from assessments made by their PDs (77.6 vs. 74.4%; p=0.19); however, there were outlier candidates in whom PD assessment differed substantially from self-assessment on both surveys. Graduating urology residents scored themselves higher on self-awareness (82.6 vs. 77%; p=0.05) and lower on stress management (67.7 vs. 77%; p=0.01) compared to their PDs. Resident self-assessment scores were similar to business students on both communication and leadership surveys. Limitations were the small sample size and lack of survey evaluation by those surveyed.

Conclusions: Graduating urology residents’ self-assessment of their own communication and leadership skills did not differ greatly from assessment by their PDs or a sample of business students. Comparison of self-assessment evaluations and evaluations by PDs allowed us to identify outliers in whom self-assessment and PD assessment markedly differed, which may allow for more focused and meaningful feedback.

Author Biography

Gregory William Hosier, Queen's University


Frank J, Snell L, Sherbino J. CanMEDS 2015 - Leader. CanMEDS Physician Competency Framework 2015. http://www.royalcollege.ca/portal/page/portal/rc/common/documents/canmeds/framework/canmeds2015_framework_series_IV_e.pdf

Yaszay B, Kubiak E, Agel J, et al. ACGME core competencies: where are we? Orthopedics 2009;32:171. http://www.ncbi.nlm.nih.gov/pubmed/19309062

Roberts G, Beiko D, Touma N, et al. Are we getting through? A national survey on the CanMEDS communicator role in urology residency. Can Urol Assoc J 2013;7:437–41. http://www.ncbi.nlm.nih.gov/pubmed/24381664

Chou S, Cole G, McLaughlin K, et al. CanMEDS evaluation in Canadian postgraduate training programmes: tools used and programme director satisfaction. Med Educ 2008;42:879–86. http://www.ncbi.nlm.nih.gov/pubmed/18715485

Whetten D, Cameron K. Introduction and Chapter 4: Building relationships by communicating supportively, Developing Management Skills, 8th edition. Pearson Education, 2015. https://fac.ksu.edu.sa/sites/default/files/developing_management_skills-8th_edition.pdf

Atkins PWB, Wood RE. Self-versus others’ ratings as predictors of assessment center ratings:Validation evidence for 360-degree feedback programs. Pers Psychol 2002;55:871–904. http://doi.wiley.com/10.1111/j.1744-6570.2002.tb00133.x

Donnon T, Al Ansari A, Al Alawi S, et al. The Reliability, validity, and feasibility of multisource feedback physician assessment. Acad Med 2014;89:511–6. http://www.ncbi.nlm.nih.gov/pubmed/24448051

Moonen–van Loon JMW, Overeem K, Govaerts MJB, et al. The reliability of multisource feedback in competency-based assessment programs. Acad Med 2015;90:1093–9. http://www.ncbi.nlm.nih.gov/pubmed/25993283

Violato C, Lockyer J, Fidler H. Multisource feedback: a method of assessing surgical practice. BMJ 2003;326:546–8. http://www.ncbi.nlm.nih.gov/pubmed/12623920

Dwyer T, Takahashi SG, Hynes MK, et al. How to assess communication, professionalism, collaboration and the other intrinsic CanMEDS roles in orthopedic residents: Use of an objective structured clinical examination (OSCE). Can J Surg. 2014;57:230–6.

Jefferies A, Simmons B, Ng E, et al. Assessment of multiple physician competencies in postgraduate training: utility of the structured oral examination. Adv Heal Sci Educ 2011;16:569–77. http://www.ncbi.nlm.nih.gov/pubmed/21279437

Revilla M, Ochoa C. Ideal and maximum length for a web survey. Int J Mark Stud 2017;59:557-565. http://journals.sagepub.com/doi/abs/10.2501/IJMR-2017-039?journalCode=mrea

Rolstad S, Adler J, Rydén A. Response burden and questionnaire length: Is shorter better? A review and meta-analysis. Value Heal 2011;14:1101–8. Available from: http://dx.doi.org/10.1016/j.jval.2011.06.003

Calhoun AW, Rider EA, Peterson E, et al. Multi-rater feedback with gap analysis: An innovative means to assess communication skill and self-insight. Patient Educ Couns 2010;80:321–6.

How to Cite
Hosier, G. W., & Touma, N. J. (2018). Evaluation of inter-professional communication and leadership skills among graduating Canadian urology residents. Canadian Urological Association Journal, 13(9). Retrieved from https://cuaj.ca/index.php/journal/article/view/5643
Original Research