A systematic scoping review of communication skills training in medical schools between 2000 and 2020

Venktaramana, Vaishnavi; Loh, Eleanor Kei Ying; Wong, Clarissa Jing Wen; Yeo, Jun Wei; Teo, Andrea York Tiang; Chiam, Celest Sin Yu; Foo, Dillon Jie Ming; Teo, Faith; Liang, Jonathan; Raveendran, Vijayprasanth; Chng, Luke Cheng Lin; Xiao, Shiwei; Chong, Kevin Wai Yin; Quek, Seng Leong; Chiang, Christine Li Ling; Toh, Rachelle Qi En; Ng, Caleb Wei Hao; Lim, Elijah Gin; Leong, Shariel; Tay, Kuang Teck; Chan, Amos; Chia, Elisha Wan Ying; Tan, Laura Hui Shuen; Ong, Yun Ting; Sheri, Krish; Ng, Jun Xuan; Chin, Annelissa; Zhou, Jamie Xuelian; Chiam, Min; Lee, Alexia Sze Inn; Mason, Stephen; Krishna, Lalit Kumar Radha

doi:10.1080/0142159x.2022.2054693

Cited by 17 publications

(18 citation statements)

References 62 publications

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“…Learning is constructed from the authentic clinical setting, and learners actively influence this setting as this same setting influence learners, also known as experiential learning ‘learning on the job’ 20,56 . To guide learners in their needs and learning goals to develop their own personal communication style (e.g.…”

Section: Discussionmentioning

confidence: 99%

Identifying characteristics of a skilled communicator in the clinical encounter

et al. 2022

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Background In medical communication research, there has been a shift from ‘communication skills’ towards ‘skilled communication’, the latter implying the development of flexibility and creativity to tailor communication to authentic clinical situations. However, a lack of consensus currently exists what skilled communication entails. This study therefore aims to identify characteristics of a skilled communicator, hereby contributing to theory building in communication research and informing medical training. Method In 2020, six nominal group technique (NGT) sessions were conducted in the context of the general practitioner (GP) training programme engaging 34 stakeholders (i.e. GPs, GP residents, faculty members and researchers) based on their experience and expertise in doctor–patient communication. Participants in each NGT session rank‐ordered a ‘Top 7’ of characteristics of a skilled communicator. The output of the NGT sessions was analysed using mixed methods, including descriptive statistics and thematic content analysis during an iterative process. Results Rankings of the six sessions consisted of 191 items in total, which were organised into 41 clusters. Thematic content analysis of the identified 41 clusters revealed nine themes describing characteristics of a skilled communicator: (A) being sensitive and adapting to the patient; (B) being proficient in applying interpersonal communication; (C) self‐awareness, learning ability and reflective capacity; (D) being genuinely interested; (E) being proficient in applying patient‐centred communication; (F) goal‐oriented communication; (G) being authentic; (H) active listening; and (I) collaborating with the patient. Conclusions We conceptualise a skilled communication approach based on the identified characteristics in the present study to support learning in medical training. In a conceptual model, two parallel processes are key in developing adaptive expertise in communication: (1) being sensitive and adapting communication to the patient and (2) monitoring communication performance in terms of self‐awareness and reflective capacity. The identified characteristics and the conceptual model provide a base to develop a learner‐centred programme, facilitating repeated practice and reflection. Further research should investigate how learners can be optimally supported in becoming skilled communicators during workplace learning.

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Section: Discussionmentioning

confidence: 99%

Identifying characteristics of a skilled communicator in the clinical encounter

et al. 2022

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“…The Tool design SEBA methodology designed around Krishna’s Systematic Evidence Based Approach (SEBA) was adopted to guide this two-staged study (Fig. 2 ) [ 1 , 4 , 8 , 19 , 21 , 29 – 32 , 36 , 38 – 42 ]. The Tool design SEBA methodology is detailed in Appendix 1 .…”

Section: Methodsmentioning

confidence: 99%

Understanding mentoring relationships between mentees, peer and senior mentors

et al. 2023

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Background Mentoring relationships play a critical but poorly understood role in mentoring’s overall success. To overcome these knowledge gaps, a study of mentee experiences in the Palliative Medicine Initiative, a structured research-based mentoring program, is proposed. The program’s clearly described mentoring approach, competency-based mentoring stages and curated mentoring environment ensure a consistent mentoring experience. It provides a unique platform to study mentoring relationships longitudinally and its implications on professional identity formation. Methodology The Tool Design Systematic Evidence-Based Approach methodology is used to map and employ current understanding. A review of recent reviews on mentoring processes, mentoring’s effects, professional identity formation and professional identity formation assessment tools lay the foundation for the design of semi-structured interviews and mentoring diaries to evaluate the characteristics of successful mentoring relationships and mentoring’s impact on professional identity formation. The data accrued from these tools were evaluated using this methodology whilst changes in professional identity formation were assessed using the Ring Theory of Personhood. Results The semi-structured interviews revealed four themes: stakeholders, mentoring stages, mentoring relationships and professional identity formation whilst the mentoring diaries revealed two: mentoring processes and mentoring relationships. Two final domains emerged – mentoring relationships and professional identity formation. Conclusions The Palliative Medicine Initiative’s structured stage-based mentoring approach, trained stakeholders, curated environment, assessment-directed and personalized mentoring support reveal seven developmental stages of mentoring relationships. These culminate in changes to the values, beliefs and principles that shape how mentees see, feel and act as professionals. These findings suggest that mentoring programs may help to further develop and fine-tune their professional identity formation.

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“…As sociocultural constructs, 2 CEP competencies are shaped by the individual's personal experiences, motivations, enthusiasm, idealism, abilities, competencies, virtues, expectations, knowledge, skills, emotions and attitudes (henceforth narratives); their values, beliefs and principles (henceforth belief systems) 3 ; their clinical experiences, competencies, training, insights and confidence (henceforth clinical insights); [4][5][6][7] and their practice, clinical, social, cultural, academic, research and personal considerations (henceforth contextual considerations). [8][9][10][11][12] However, while previous reviews into the teaching of ethics, [13][14][15] communication [16][17][18][19][20][21][22] and professionalism [23][24][25] suggest the use of portfolios could provide a personalised, holistic and longitudinal perspective of CEP skills, knowledge and attitudes and support of developing competencies, we are aware of little progress in designing such platforms. Impetus for mapping current use of CEP portfolios also arises from the notion that developing CEP competencies shapes how medical students and physicians (henceforth clinician) 'think, act and feel like a physician' 26 or their professional identity formation (henceforth PIF).…”

Section: Strengths and Limitations Of This Studymentioning

confidence: 99%

Evidence-guided approach to portfolio-guided teaching and assessing communications, ethics and professionalism for medical students and physicians: a systematic scoping review

et al. 2023

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ObjectivesGuiding the development of longitudinal competencies in communication, ethics and professionalism underlines the role of portfolios to capture and evaluate the multiple multisource appraisals and direct personalised support to clinicians. However, a common approach to these combined portfolios continues to elude medical practice. A systematic scoping review is proposed to map portfolio use in training and assessments of ethics, communication and professionalism competencies particularly in its inculcation of new values, beliefs and principles changes attitudes, thinking and practice while nurturing professional identity formation. It is posited that effective structuring of portfolios can promote self-directed learning, personalised assessment and appropriate support of professional identity formation.DesignKrishna’s Systematic Evidence-Based Approach (SEBA) is employed to guide this systematic scoping review of portfolio use in communication, ethics and professionalism training and assessment.Data sourcesPubMed, Embase, PsycINFO, ERIC, Scopus and Google Scholar databases.Eligibility criteriaArticles published between 1 January 2000 and 31 December 2020 were included.Data extraction and synthesisThe included articles are concurrently content and thematically analysed using the split approach. Overlapping categories and themes identified are combined using the jigsaw perspective. The themes/categories are compared with the summaries of the included articles in the funnelling process to ensure their accuracy. The domains identified form the framework for the discussion.Results12 300 abstracts were reviewed, 946 full-text articles were evaluated and 82 articles were analysed, and the four domains identified were indications, content, design, and strengths and limitations.ConclusionsThis review reveals that when using a consistent framework, accepted endpoints and outcome measures, longitudinal multisource, multimodal assessment data fashions professional and personal development and enhances identity construction. Future studies into effective assessment tools and support mechanisms are required if portfolio use is to be maximised.

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A systematic scoping review of communication skills training in medical schools between 2000 and 2020

Cited by 17 publications

References 62 publications

Identifying characteristics of a skilled communicator in the clinical encounter

Identifying characteristics of a skilled communicator in the clinical encounter

Understanding mentoring relationships between mentees, peer and senior mentors

Evidence-guided approach to portfolio-guided teaching and assessing communications, ethics and professionalism for medical students and physicians: a systematic scoping review

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