Evaluating Communication Skills in Health Professions Education: A Systematic Review of Assessment Tools

INTRODUCTION: Simulation-based learning experiences (SBLEs) are increasingly used to enhance clinical competencies, with communication skills being a key focus. However, there remains a gap in identifying and validating assessment tools specifically suited for evaluating communication with SBLEs in physical therapist education. This systematic review aims to identify existing validated communication skills assessment tools suitable for use in physical therapist education, addressing this critical need. METHODS: A systematic review was conducted to identify validated communication assessment tools applicable to physical therapist training. The review followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines and utilised the Modified Medical Education Research Study Quality Instrument (MMERSQI) to assess instrument methodological quality. Studies included in the review were selected based on relevance and quality, with attention to tool characteristics and psychometric properties. RESULTS: The review identified a range of communication assessment tools, categorised into general, niche and framework-based communication tools, highlighting their applicability across different healthcare contexts. CONCLUSION: Existing communication assessment tools offer a promising foundation for evaluating learner performance in SBLEs. Rather than developing new instruments, educators should consider adapting and implementing validated tools, particularly those with demonstrated reliability, for use in physical therapy education. Future research should focus on integrating and validating these tools into diverse simulation contexts to enhance instruction effectiveness and learner outcomes.