Iranian Journal of Medical Education

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Background. Practice is where skills are developed and where theory must pass testing but there is a gap between classroom education and practice in nursing. The clinical supervision is a demonstration project of advanced practice and bridging the gap between theory and practice. Clinical supervision is a mechanism supporting both professional and personal development. The main purpose of this study is to evaluate the effects of clinical supervision on nursing students skills including interpersonal, professional and communication. Methods. This is a quasi-experimental study in which 100 nursing students under clinical training were selected by simple sampling method and were divided into two case and control groups. The data was collected by a questionnaire. For the case group, clinical supervision was applied by a staff member and an instructor for a two week period while that of the control group was a two week nursing practice conducted only by an instructor. Then the students’ viewpoints about interpersonal , professional and communication skills before and after the two week training were compared in both groups. Results. The findings showed that according to the students’ viewpoints the differences between the means of interpersonal, professional and communication skills and total skills in pre- and post-application of clinical supervision were statistically significant in the case group but in the control group they weren’t statistically significant before and after training. Conclusion. The results of this study indicate that designing teaching clinical courses based on clinical supervision model can promote interpersonal, professional and communication skills of the nursing students. Therefore, considering the problem of practice in nursing education and the effectiveness of clinical supervision followed in this study and other studies such as the ones conducted by Severinsson Sloan & Bishop , its vast application in teaching clinical courses in nursing is highly recommended.

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Introduction. The clinical competencies of a physician is usually judged based on his(her) communication skills. Teaching communication skills is one of the important subjects in medical education, whereas it has not been considered in medical education curriculum of the country. Due to the involvement of the faculty members in medical education system, their viewpoints concerning educational matters is of special importance. This study was performed to determine the faculty members' viewpoints in regard to teaching communication skills to medical students. Methods. In this descriptive-analytic study 142 faculty members from 17 departments in Medical School of Isfahan were selected by simple random sampling method. The data collection tool was a questionnaire consisted of three parts: demographic, attitude and open questions. The validity of the questionnaire was confirmed by experts and its reliability by split-half method. The data were analyzed according to the frequency distribution and the mean of the scores, and compared by t-test, Mann Whitny, Kruskal Wallis, ANOVA and Tokey. Results. 85% of the faculty members had a very positive attitude toward teaching communication skills to medical students. There was no difference in the attitude according to the sex of the faculty members. The younger faculties, aged between 30 and 40 years with 5 to 10 years of teaching experience, had a better attitude compared to other groups. The specialty field had no role in their attitude toward the subject. Conclusion. The views of all the faculty members about teaching communication skills regardless of their sex, age, specialty field and teaching experience was positive. Thus, teaching these skills to students as one of the formal subjects seems necessary.

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Introduction. The quality of doctor-patient relationship has a significant impact on patient satisfaction and medical outcomes. Communication skills training is not formally included in medical education curriculum in Iran and as a result physicians can not communicate properly with their patients and need to receive training in this regard. In this study a communication skills training program for general practitioners was designed and its effect on their patients’ satisfaction was evaluated. Methods. In a quasi- experimental two group post-test design study, a communication skills training program was designed and implemented as a three days workshop. The study sample included 32 employed physicians (16 physicians in each experimental and control groups) and 153 patients (72 patients in experimental group and 81 in control group). The physicians in the experimental group participated in the workshop and received training using new instructional methods combined with routine communication skills teaching methods. A valid and reliable questionnaire was used to measure patients’ satisfaction. Then, patients’ satisfaction from trained physicians was compared with the satisfaction in the control group by t-test using SPSS software. Results. The mean score of patients’ satisfaction from trained physicians was 86.2 with the standard deviation of 10.3 which was significantly higher than the mean score for control group (81.5±9.58). Patients’ satisfaction from their physicians’ general communication skills, at the beginning and end of session was greater for trained physicians compared with the ones who didn’t receive any training. Conclusion. Since, communication skills training for general practitioners increased patients’ satisfaction, and considering the fact that this kind of training is not included in medical education curriculum, it is recommended to consider it as an efficient and useful component in continuing medical education programs as well as undergraduate medical education.

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Abstract Introduction: The way nursing students communicate with patients can show their actual performance in the future. This research was performed to determine how nursing students communicate with hospitalized patients in hospitals affiliated to Kerman University of Medical Sciences in. Methods: In a descriptive study, 175 students who had medical surgical unit, were selected by census sampling method in the year 2005. Data gathering was done by a 29 item checklist. While interacting with patients, each student was observed by a trainer three times in the ward, and the results were recorded. Data analysis was done by SPSS software using mean, and standard deviation, and the comparisons were made by t-test, ANOVA and Tukey. Results: The mean and standard deviation of nursing students’ scores in communicating with patients were 58.98±13.76 out of 87. The students’ performance was desirable at the beginning of interview and in interaction skills, semi-desirable in problem follow up and disease description, and undesirable at the end of interview. There was no significant difference between the mean scores, according to different age groups, semester of study, year of the study and the type of ward they were attending. Conclusion: Although students’ communication skills are in a desirable level, revising educational programs and improving teaching methods with focus on communication skills are recommended. Teaching theoretical base of the related subjects at the same time with practice in clinical settings is also suggested.

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Introduction: Good communication between doctor and patient is one of the fundamental skills which can lead to getting adequate information from the patient, correct diagnosis, gaining patients’ trust, and at the end, proper care and treatment. The aim of this study was to investigate interns’ communication with patients from the observer and patient’s view. Methods: In this cross-sectional study performed in 2004, the communication skill of 72 interns of Kerman Medical University, during interview with patients was studied. The research tools included a checklist filled through direct observation and a questionnaire which was completed through interview with patient. The data was analyzed by descriptive statistics, Spearman and Kappa coefficients using SPSS software. Results: In total, the performance of interns in communicating with patient during history taking was at an intermediate level, from both the observer and patients’ views. Also, according to their views, the most areas of deficit were at the end, during conducting and beginning of the interview, respectively. In most parts, there was no agreement between observer’s and patient’s views. With increasing patients’ age, the scores given to interns’ communication skills increased significantly. Conclusion: There are some deficiencies in interns’ communication skills during history taking. Considering the importance of communication skills, teaching them in Clinical Skills Learning Center before confronting real patients is necessary. It is recommended to perform interventional studies in order to find proper content and teaching methods for the education of communication skills.

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Introduction: The effects of teaching communication skills using a specific model on nursing students' skill in communicating with mental patients has less been a subject of investigation. The aim of this study was to determine the effect of a communication skills' teaching model on nursing students' communicating with mental patients. Methods: This quasi-experimental study was conducted as pretest-posttest design, on 49 senior nursing students in two groups of control (24 students) and experiment (25 students). After performing the pretest of communication skills, both groups spent 12 days of clinical education for communication skills. The experiment group was taught using the mentioned model and the students of control group had the traditional training. After finishing the educational course, students' progress in communication skills in the two groups was compared. An integrated checklist was used for gathering data. Students' skills in interviewing mental patients were observed and the results were analyzed by SPSS software using Wilcoxon and MannWittney tests. Results: Both methods of training improved students' communication skills with mental patients. Comparing the two methods, the mentioned training model showed a significantly higher level of improvement in nursing students' communication skills. Conclusion: In spite of the significant effect of the mentioned model on improving nursing students' communi-cation skills, due to the lack of enough evidence in this regard, conducting further studies in this area is recommended.

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Introduction: There are methodological challenges on the subject of communication skills training despite general agreement on its advantages. This study was performed to compare the effect of communication skills training through video feedback with the usual method of lecture. Methods: This quasi-experimental double-blind prospective study was performed on two groups of 20 interns in the year 2005 in Isfahan University of Medical Sciences. First, both groups received education through lecture and immediately were tested by OSLER (Objective Structured Long Examination Record). Then the video feedback was played for the experiment group. Two months later, the same examination was performed for the both groups. The result was analyzed by SPSS software using Mann–Whitney, Wilcoxon, and chi² tests. Results: No significant difference was observed between two groups considering gender, age, and the number of internship months. Scores achieved on OSLER-I revealed no significant difference between the two groups but, the discrepancy in OSLER-II was significant. The difference between scores of OSLER-I and OSLER-II was significant in the experiment group and insignificant in the control group. A significant difference was discovered in history-taking skill, physical examination, diagnosis, and treatment, before and after participation in the workshop in the experiment group. Conclusion: Communication skills training through video feedback improved interns' skills for history-taking and physical examination. It also enhanced the accuracy of diagnosis and treatment. Emphasizing on necessity of communication skills training, it is also recommended to pay attention to advantages of video feedback method as an educational approach.

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Introduction: Teaching through group discussion is one of the student-oriented (centered) instructional methods. This study was performed to compare the effect of teaching through lecture and group discussion on nursing students' communication skills with patients in year 2008. Methods: This was a quasi experimental study performed on a population of 57 students of first (n=29) and third semester (n=28) of school of nursing and midwifery in year 2008. Students of each semester were divided into two groups of experiment and control. Two modules of medical surgical courses were taught to the students through lecture (for control group) and group discussion (experiment group). Students' skills of communication with patients in both groups were assessed once before instruction and once again after that. Data derived from two groups was compared and students' skills of communication were inscribed using a questionnaire containing 35 phrases in Likert's original 5-point scale. Results: Mean scores of skill of communication with patients before and after instruction were as 85.1 and 85.56 respectively in lecture group which demonstrate no significant difference Mean scores of skill of communication with patients before and after instruction were as 84.7 and 91.33 respectively in group discussion cluster which revealed a significant improvement (p<0.05). The score of students' communication skills in two groups were similar before the instruction but students' communication skills were significantly higher in experiment group after the instruction. Conclusion: The results of this study showed that employing group discussion method helps to the development of nursing students' communication skills (areas of interactional skills and pursuing problems). Employing active educational methods and increasing students' involvement in discussions and contestations provides them with an opportunity to develop their communicational skills.

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Introduction: Using Standardized Patient (SP) in teaching history taking provides medical students with an opportunity to learn how to communicate with patients. A Standardized Patient is a person who has been carefully coached to simulate an actual patient so accurately. This study was performed to assess the effect of using SP on improving history taking skill of third year medical students. Methods: In a quasi-experimental study, 95 students of Introduction to Clinical Medicine were divided into two experiment and control groups in 2007-2008. The control group received instruction on history taking skills through usual method of lecture. The experiment group was instructed using SP. At the end of the course, the students’ history taking skills were evaluated through an Objective Structured Clinical Examination (OSCE) and the mean scores of the two groups were compared. Also the students viewpoints were investigated using a researcher-made reliable and valid questionnaire. Results: Although no significant difference was observed between the scores of individual items of checklist in the two groups, the total mean score of the experiment group (7.03± 1.349) was significantly higher than that of the control group (5.8± 1.473) (P<0.004). Most students (86.5%) preferred using SP for their instruction compared to lecture method. Conclusion: Standardized patient provides an appropriate opportunity for new medical students to experience and learn history taking and communication skills. It is highly recommended to use SP not only in teaching history taking and communication skills but also in physical examination course.

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Introduction: One of the most important changes in medical education programs in Iran has been designing and implementing course of Introduction to Clinical Medicine (ICM) in Isfahan University of Medical Sciences. This study determines the methods and results of process evaluation (from CIPP evaluation) used for ICM revision and evaluation program. This study aimed to provide evidences about its efficiency and extract its executive disadvantages and limitation. Method: This is an evaluation study conducted in Isfahan University of Medical Sciences. Data were collected through descriptive studies and in most cases, self-administrated questionnaire was used. In some cases, comparing the final MCQ scores was used. This evaluation was done during conducting new ICM program. Separate evaluation tools were prepared in several steps and used for each course at the end of that. These Steps are literature review, preparing draft questionnaire, getting feedback from, and consulting with main stakeholders of evaluation and preparing the final questionnaires. The content and face validity of the questionnaires were confirmed by experts of education after conducting a pilot study and the reliability were checked by Cronbach's Alpha coefficient. Results: The results showed that the students have more positive attitude toward EBM course. Students believed that ICM was an appropriate section for learning medical records. They were not satisfied with management of medical records course by nursing department, identifying learning objectives and the extent of accessing to them, time devoted to this lesson, teaching method, sources and evaluation method. Evaluation of communication skills course showed students’ positive attitude toward this course and their learning of this course. Overall students' satisfaction in most items of ICM course (volume of ICM course, resources, evaluation methods, exams intervals, content of tests, arrangement of packages, volume of lessons, arrangement of practical courses, giving information) was more in old ICM program than the new one. Clinical students agreed with all changes. Mean score of sign and symptom and pathophysiology of disease showed a slight increase in new ICM program (insignificant statistically). Frequency of the failed student decreased from 18 student-units in old ICM program to 10 student-units in new one. Conclusion: The results showed a relatively successful experience in reviewing and evaluating a medical education program. Regarding complexity of reviewing and evaluating medical education programs, this study can be used as a guide for designing other similar researches that are effective in future planning and decision-makings.

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Introduction: Pronouncing bad news is one of the most difficult duties of a physician. Lack of education in this field may negatively affect physician-patient relationship. These skills are not taught in our country vastly and effectively. The aim of this study was to assess knowledge and attitude of clinical teachers, family physicians and interns of Jahrom University of Medical Science about giving bad news. Methods: This study was conducted among a census sample of 40 clinical teachers, 22 family physicians, and 30 interns in 2009 in Jahrom University of Medical Sciences. A questionnaire was designed by the researcher, then its validity and reliability was determined. Data was analyzed by SPSS software using ANOVA and independent T test. Results: The average scores of knowledge and attitude were 15.96 (out of 25) and 34.43 (out of 52) among faculty members, 16.72 and 35.22 among family physicians, and 15.26 and 33.43 among interns group. Knowledge level in all 3 groups was medium and their attitudes toward training in these skills were positive. No significant difference was found between knowledge and attitude of these 3 groups (respectively: p=0.095 and p=0.548). Conclusion: According to the result of this study and considering the fact that these skills are currently learnt through inactive methods and via try & error technique, there is a real need for developing planned courses in Iranian medical universities.

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Introduction: The Main challenge in training about breaking bad news is selection of appropriate educational method. This study was performed to assess the results of role-playing method versus group discussion in training about this skill. Methods: This was an interventional double blind study, performed in 2009-2010 in Jahrom University of Medical Sciences. 30 medical students were involved in this study (15 students in each group). At first, their breaking bad news skills were evaluated with an Objective Structured Long Examination Record (OSLER1). Then the first group participated in group-discussion workshop and the second one participated in role playing workshop. Their breaking bad news skills were re-evaluated by OSLER2 after the course. The score of OSLER1 and OSLER2 of both groups were compared. Results were analyzed by T test and paired T test. Results: there was no significant difference in OSLER scores between groups before intervention (p=27.42). The mean score of the first group before workshop (10.5 3.44) was significantly different from it after (19.8 5.44) training (p=.000). Also the mean score of the second group before (27.70 0/833) and after (27.70 0.833) training were significantly different (p=0.000). There was significant difference between two groups’ scores after training (p=0.000). Conclusion: Our training intervention was effective in producing significant change in medical students’ breaking bad news skills, but training by Role-playing method was more effective than group discussion method.

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Introduction: One of the most effective factors on quality of learning is using appropriate communication skills by faculty. Appropriate communicational foundation cause to pass information to students as well. The present study aimed to evaluation interpersonal communication skill levels in lecturers of Ilam University of Medical Sciences. Methods: In this descriptive-analytic study, 60 lecturers of Ilam University of Medical Sciences with randomly sampling were selected in 2009. Data collection was performed using a questionnaire of Interpersonal Communication skills test. The questionnaire has 34 questions and based on 170 scores. Data was analyzed using SPSS software ver.16 and t test and Pearson correlation. Results: Mean age ± standard deviation of participants was 36.03±7.86 years and 80% were male. Overall, 30% of participants were assistant professor and 45% had more than 5 years educational experiences. Mean score of communication skills of lecturers was 106.53 ± 8.59 that it was significantly associated with their gender (p<0.04). While, this relationship not found for age of lecturers, teaching experiences and their scientific ranking. Conclusion: Based on results, Interpersonal communication skill levels of lecturers study were evaluated average. Conducting of educational workshop on interpersonal communication for lecturers is one of the methods to improve their effective communications which can cause to increasing learning and promoting communicational skills of students.

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Introduction: A pleasing communication and interaction between physician and patient can be effective in patients’ satisfaction, treatment outcome, medical charges, clinical services quality, and even claim against physicians. This study was performed to evaluate patients’ satisfaction with physicians’ manners with them in Ghods Clinic of Tehran in year 2010. Methods: Totally 392 patients were asked in this descriptive cross-sectional study. Satisfaction among patients referred to Ghods Clinic of Tehran in year 2010 was measured considering several aspects whereas physicians’ behavior, physical examination and interview, communication and education to the patient, follow-up, responsibility to questions, and giving information. These data was gathered using Patient Satisfaction Questionnaire and the effect of variables such as gender, marital status, job, and academic level on satisfaction score was investigated. Data was analyzed using statistical tests of t, ANOVA, and Pearson correlation coefficient. Results: The results of the study showed that the highest satisfaction scores were obtained from education skills of physicians (mean: 55.8±24.1) and responsibility to questions (mean: 49.2 ±6.58) and the lowest was physical examination skills (mean: 31.25 ± 22.76). Satisfaction mean score among patients enjoying a higher level of education (p = 0.002) and patients who were employee (p = 0.006) compared to business people was higher and showed significant difference. Conclusion: It seems that the physicians should try more to satisfy people with lower educational levels and different social positions by spending more time and employing appropriate communication skills. Education and emphasis on improvement of these skills leads to promotion in health services.

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Introduction: The effective relationship of physicians with patients has a significant role in effective treatment, reduces stress and establishes satisfaction in the patient. It was shown that many doctors fail to communicate with patients effectively. The aim of present research was designing, implementing, and evaluating the effect of training on improving the communication skills with patients in medical interns of Arak University of Medical Sciences based on the WHO pattern . Methods: This interventional research was done on 74 interns of Arak University of Medical Sciences in 2010. Communication skills of the subjects were directly observed and documented through using a checklist prepared according to basic communication skills developed by WHO. Validity and reliability of the checklist were confirmed. Then through role –playing, the subjects learned how to communicate effectively with patients. After training, their communication skills were checked again.. The data were analyzed using descriptive statistics and t test. Results:. The average score on communication skills before training and after it were 2.53±.47 and 3.25± .34 respectively, which showed a significant difference (P=0.00, t=10.3). The average scores on interpersonal communication skills & skill of obtaining information from & giving information to patients before and after education were 2.62± 0.47& 3.29± 0.37,2.74±0.47 & 3.24±0.3, and 2.42±0.39 & 3.24± 0.3 respectively . The average score on presenting information before and after training were 2.24±0.39 and 3.24 ± 0.3 and on educating patients 2.33 ± 0.52 3.15 ± 0.38, which indicated a significant difference between the scores before and after training(, p = 0/00).There was no significant difference between the scores of males and females(, p = 0/00). Conclusion: Interns’ scores were improved by training, significantly. It is recommended the medical curriculum be revised and some theoretical and practical courses relevant to communication skills accompanied by applying effective methods in teaching communication skills be planned for.

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Introduction: The technique to deal with individuals or “communication skill” is one of the essential skills for faculty members and educational managers. This study was performed to evaluate the communication skills of department heads in Shahid Sadoughi University of Medical Sciences. Methods: This descriptive cross-sectional study was performed on all heads of the departments in Shahid Sadoughi University of Medical Sciences (n=44) in 2010. Data was collected via Barton’s questionnaire. After questionnaire scoring, data was analyzed using descriptive statistics, t test, and ANOVA. Results: The mean of total communication skills score among head of departments was 58.15±4.66 and the means for feedback, listening, and verbal skills 21.14±2.9, 16.25±3.3, and 20.77±2.5 respectively. Also the results showed that the mean of communication skills subscales was different in department heads of different schools. Conclusion: According to the results of this study, Managers have a moderate level of communication skills. Therefore, it is essential to hold workshops to enhance the skills.

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Introduction: In the educational process, communication is the relationship between two people or two or more ideas. Considering the importance of communication in the teaching process, we investigated academicians’ communication skills in educational process at Arak University of Medical Sciences. Methods: In this descriptive, cross-sectional study, all faculty members of Arak Medical Sciences University studied during 2010-2011. Data were collected using the self-assessment questionnaire developed and validated by Queen Dom, which has 34 items and 5 subscales, with the maximum score of 170. Data were analyzed using t-test and ANOVA. Results: Total mean of communication skills was 121±8.8. Mean of communication sub-skills including emotion control, message perception, decisiveness, listening to and showing recognition to message were 68.2±8.3, 71.7±7.7, 69.9±9, 71.4±8.3, and 68±8.9, respectively. Mean of emotion control in the deans, men, and participants in communication skills workshops were more than others. There was a significant association between emotion control and gender and message perception (p=0.01,t=2.57) and decisiveness (t=2.26, p=0.02). Conclusion: With regard to results, holding communication skills workshops could help improve relationship between the faculty members, specially women members with their students.

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Introduction: One of the most important principles of counseling is proper use of communication skills nonverbal communication is one of the most effective ways of available communications. This research has been performed to study students' viewpoints on advisors’ nonverbal communication skills in schools of health and allied health sciences of Kashan University of Medical Sciences. Methods: In a descriptive cross-sectional study, 202 students of schools of health and allied health sciences of Kashan University of Medical Sciences were asked about their viewpoints toward advisors’ nonverbal communication skills. Students were selected through stratified random sampling. A self-made questionnaire was used to assess nonverbal communication skills considering five dimensions through 39 statements. Students' satisfactions with advisors were evaluated by a separate question. Validity of the questionnaire was confirmed via content validity, and its reliability was confirmed using Cronbach’s Alpha (α=0.96). Data was analyzed using descriptive statistic and nonparametric inferential tests (Mann Whitney, Kruskal-Wallis, Friedman, and Spearman correlation test). Results: The total score of nonverbal communication skills of thesis supervisors was 3.39±0.71 ( out of 5). The highest means belonged to “advisors’ appearance” (3.76±1.10) and “their facial expression during consulting” (3.54±1.07). The score of students’ satisfaction with advisors was 3.36±1.28 accordingly. Spearman test showed a significant correlation between students' satisfaction with advisors performance and the five dimensions of nonverbal communication skills (α>0.05). Conclusion: According to the results, the level of nonverbal communication skills and students' satisfaction with advisors were moderate. It seems necessary for faculties under investigation to develop effective strategies to promote their communication skills. This could increase the level of satisfaction among students and improve the quality of counseling sessions.

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Introduction: Active listening to the patient not only is an essential key to take necessary information and achievement in medical consultation, but also shows respect to the patient. Considering teachers as the role models of future physicians, making sure about their qualifications and abilities in creating an effective therapeutic relationship seems to be necessary. Therefore, this study investigated the competency of active listening to the patients among clinical faculties of medical school in Mashhad University of Medical Sciences. Methods: In this descriptive cross-sectional study, the sample included 30 faculty members of medical school in Mashhad University of Medical Sciences that were selected randomly using stratified sampling method. Data gathering tool was ALOS global questionnaire that its content validity and reliability (α=.87) has been confirmed. Three hundred and thirty clinical consultations through structured non-participative method were observed and tape recorded, of them, 320 visits were analyzed. Data was analyzed by JMP4 software using nonparametric tests of Mann Whitney and Kruskal–Wallis. Spearman correlation coefficient and linear regression were used for analyzing quantitative variables. Results: It was revealed that 30% of faculty members had received no education on communication skills. The median for active listening was 2.57 (out of 5), the lowest degree of active listening was 1.43 and it was 5 at its highest. The mode of observations was ranked as seldom and sometimes categories in most variables of active listening. The active listening mean was significantly and negatively correlated with the number of booked appointments (r=-0.20, p<0.0004). Conclusions: Clinical faculty members of Mashhad University of Medical Sciences rarely or sometimes showed active listening skills in their behaviors. Medical students learn interpersonal communication skills and observe professional ethic rules within clinical settings, as they follow professional behaviors of faculty members. Therefore, it is recommended to design mechanisms to consider these skills in faculty member appointment and promotion criteria as well as planning for conducting studies on standards of medical practice and its improvement.

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Introduction: As the future members of treatment team, students of medical sciences need to acquire communication skills in order to shape an effective and determined relationship with patients. The aim of this study is to assess the level of interpersonal communication skills among students of Allied Medical School of Tehran University of Medical Sciences. Methods: In this analytical descriptive cross-sectional study, 212 students of school of allied health sciences were selected through randomized sampling method. Data gathering tool was a standardized questionnaire named Interpersonal Communication Skills Standards Test containing 34 items having 5 points scale and its score ranged 34 -170. Data was analyzed by statistical tests of t and ANOVA. Results: 170 questionnaires completed. 67.6% of participants were female. Mean score of students’ communication skills level was 99.829.91 which showed a significant relationship with years of study (P=0.009, F=3.980). The mean score for male and female students were 100.449.16 and 99.5310.28 respectively t test showed no significant differences between these mean scores (P= 0.58). Conclusion: Duration of education is an important factor on the level of interpersonal communication skills in students of Allied Health Sciences in Tehran University of Medical Sciences. It seems that educational experience of students improves their communication performance