MAAS-G Global-Self

1Exploring Reasons for Encounter

• 1.1I adequately explored the Reasons for Encounter, e.g. I clarified the complaint, the significance of the complaint to the patient, and the desired help

2History-taking

• 2.1I collected all the data necessary for medical problem-solving, e.g. for establishing and understanding diagnosis, and for aetiological and maintaining factors

3Presenting Solutions

• 3.1I adequately performed the Presentation of Solutions, e.g. I conveyed information about causes and consequences of the complaint, and about further management, and I involved the patient in the decision about treatment plan

aStructuring the Interview

• a.1I structured the interview, e.g. I introduced myself and formulated an agenda, announced transitions, and organized the different phases of the interview

bInterpersonal Skills

• b.1I tried to empathize with the patient to establish a relationship and to respond on concerns and emotions

cCommunication Skills

• c.1I communicated effectively with my patient, e.g. I made sure that my patient and I understood the meaning of our words

dBasic Interviewing Skills

• d.1I adequately used interpersonal and communicative skills, e.g. I facilitated communication, asked closed-ended questions in a proper way, summarized and concretized well, confronted adequately, reflected emotions in a proper way, and made appropriate meta-communicative remarks

eOverall Competency

• e.1In my opinion, this interview proceeded satisfactorily

fFeedback

• f.1Report meaningful comments including clues for improvement

• g.1Instructions for use

  Medical students, residents and physicians are requested to score their interview on a five-point Likert scale:

  • Strongly agree;
  • Partially agree;
  • Indifferent;
  • Partially disagree;
  • Strongly disagree.

  MAAS-G-Global-Self can be applied for instruction as well as for evaluation and assessment in medical education and residency training as an instrument for self-assessment.

  MAAS-G-Global-Self is carefully constructed as a global assessment whereby important goals of the medical interview are included as behavioral anchor points. And this scale can also be applied easily in combination with the MAAS-G-Self, for example when students focus in their early years of training on one phase at a time, e.g. Exploring Reasons for Encounter or History-taking, or on one process skill, e.g. Interpersonal Skills, while they are still informed about their performance on other domains.

  We, however, advise you to take the limitations of the instrument into account; MAAS-G and MAAS-G-Self are more demanding, but feature better instrumental utility. Read further about Instrumental Utility and MAAS-G Global-Self.

  MAAS-G-Global-Self was constructed for the Medical Interview section of the Competency in Medical and Psychomedical Education project (Crijnen & Kraan, 1983).

  © Crijnen & Kraan 1984