Communication skills training: Adapting to the trends and moving forward

Liu, Ye; Huang, Yuanlong; Gao, Hong; Cheng, Xiaoqin

doi:10.5582/bst.2017.01095

Cited by 7 publications

(6 citation statements)

References 37 publications

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“…One study that randomized medical and nursing students to either a didactic, audience response didactic, role play, or human patient simulation, however, found that students in all four cohorts demonstrated improved attitudes and knowledge after participating in the program, suggesting that pedagogical technique may matter less than simply implementing the most feasible IP communication training method 13 . Our results suggest that using TV clips may be a valuable alternative to higher cost approaches such as using standardized patients 14 . Future research could use a randomized controlled trial design to assess the acceptability and effectiveness of our method compared with other pedagogical techniques.…”

Section: Discussionmentioning

confidence: 70%

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Using Fictional Medical Television Programs to Teach Interprofessional Communication to Graduating Fourth-Year Medical Students

Hoffman¹,

Wolynn²,

Sidani³

et al. 2022

Southern Medical Journal

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Objectives: Effective interprofessional (IP) communication is crucial to high-quality patient care, but significant obstacles remain regarding implementing IP communication curricula for undergraduate medical students. As such, as part of a bootcamp required for University of Pittsburgh graduating medical students in 2021, we developed and evaluated a workshop using clips from medical television shows (eg, ER) to teach IP communication skills. Methods:The workshop was hosted on Zoom videoconferencing software and evaluated using pre-and postcurricular surveys that included adapted Communication Skills Attitude Scale (CSAS) and Student Perceptions of Interprofessional Clinical Education-Revised (SPICE-R) instruments. The postcurricular survey also included two open-ended items. We used Wilcoxon signed-rank tests to compare pre-and postcurricular CSAS and SPICE-R scores and used thematic analysis for qualitative data.Results: Approximately 94% (n = 105) of assigned students attended the workshop. Comparison of pre-and postcurricular means for all CSAS and SPICE-R items indicated improvements in attitudes toward communication training and IP communication, with statistically significant ( P < 0.05) changes for 4 of 10 (40%) CSAS items and 8 of 10 (80%) SPICE-R items. Thematic analysis of open-ended items suggests that the workshop is acceptable to students and may be efficacious at improving both their IP communication skills and skills related to addressing equity and bias.Conclusions: Results suggest that using clips from fictional medical television programs may be a valuable approach to teaching graduating medical students IP communication skills. Future research could examine whether improved attitudes are sustained over time and the influence of the workshop on clinical IP communication behavior.

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Section: Discussionmentioning

confidence: 70%

“…13 Our results suggest that using TV clips may be a valuable alternative to higher cost approaches such as using standardized patients. 14 Future research could use a randomized controlled trial design to assess the acceptability and effectiveness of our method compared with other pedagogical techniques.…”

Section: Themementioning

confidence: 99%

Using Fictional Medical Television Programs to Teach Interprofessional Communication to Graduating Fourth-Year Medical Students

Hoffman¹,

Wolynn²,

Sidani³

et al. 2022

Southern Medical Journal

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“…Over the decades, medical education programmes in the West have developed in important ways. While programmes in Western countries have bene ted from research, testing, and innovative reforms [30], those in Asian countries and regions have lagged behind. To implement patient-centred care in Asian cultural contexts, it is necessary for medical educators to train medical students to be culturally competent.…”

Section: Discussionmentioning

confidence: 99%

“…In a study conducted in Taiwan, Lu et al [15] found that the lack of materials for teaching cultural competence in the context of clinical communication had led to culturally essentialist beliefs, by which Taiwanese doctors tended to stereotype and oversimplify certain cultures that they encountered instead of seeking to understand their complexity. Therefore, in Asia, medical schools had few communication training programmes that focused on the Chinese context, such that students were prepared only to communicate medical information and not to address patients' emotional needs [30].A scenario in which this may become especially problematic is in palliative care, as noted by Pun [28]. This is due to the cultural differences in terms of death between Western philosophies and Chinese beliefs [28].…”

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confidence: 99%

Clinicians’ Voices on a Disciplinary Approach to Teaching Clinical Communication in the Chinese Context: Priorities, Challenges, and Scope

Pun

2021

Preprint

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Background: In the absence of a well-rounded syllabus to teach clinical communication, emphasising both interpersonal and medical dimensions, medical students in the early stages of their career may find it challenging to effectively communicate with patients, especially those from different cultural backgrounds. Aims: To explore the priorities, challenges and scope of teaching clinical communication in a Chinese context using a disciplinary approach, and to investigate how medical educators and clinicians teach clinical communication in their respective clinical disciplines. Design: Interpretative phenomenological analysis. Data sources: Nine medical educators, all experienced frontline clinicians from 7 clinical disciplines, were recruited from 7 Hong Kong hospitals and 2 medical schools. They were interviewed to seek their views on teaching clinical communication in the Chinese context, specifically its priorities, challenges, and scope. Results: The interview data revealed 5 themes related to the priorities, challenges, and scope of teaching clinical communication across a wide range of clinical disciplines in the Chinese context, namely (1) showing empathy with patients; (2) using technology as a modern teaching approach to combine medical and interpersonal dimensions; (3) shared decision-making, reflecting the influence of Chinese collectivism and cultural attitudes towards death on communication with patients and their families; (4) interdisciplinary communication between medical departments; and (5) the role of language in clinician–patient communication. Conclusions: Taking a disciplinary perspective, the clinicians in this study approached the complex nature of teaching clinical communication in the Chinese context in different ways. The findings illustrated the need to teach clinical communication using a disciplinary approach in addition to teaching it generically across specialties. This is particularly important in the Intensive Care Unit (ICU), where clinicians frequently cooperate with physicians from other departments. This study also highlighted how non-verbal social cues, communication strategies, and the understanding of clinical communication in the Chinese context operate differently from those in the West, because of socio-cultural factors such as family dynamics and hierarchical social structures. We recommend a dynamic teaching approach using role-playing tasks, scenario-based examples, and similar activities to help medical students to establish well-rounded clinical communication experiences in preparation to overcome challenges in their future real-life clinical practice.

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“…Patient-nurse, patient-physician, and physician-nurse communications are essential parts of the physician-nurse partnership and significantly impact patient outcomes (13). Since communication skills are one of the core requirements of doctors' and nurses' competency, practical strategies are highly recommended (14). Here, an effective physician-nurse partnership was put into practice and communication among patients, physicians, and nurses was enhanced, providing patients with a full understanding of their physical and mental condition.…”

Section: A Physician-nurse Partnership Decreased Anxiety and Depressi...mentioning

confidence: 99%

A physician-nurse partnership <i>via</i> online healthcare platforms protects infertile women from anxiety and depression: A multi-center prospective study from Shanghai, China

Chen

et al. 2022

GHM

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Effective health interventions are a priority for future infertility research, and effective interventions in patient-centered care are still needed. A multi-center prospective study was conducted in order to investigate the effects of a physician-nurse partnership (patients receive guidance and health education via online healthcare platforms) on depression and anxiety disorders in infertile women. The women were randomly assigned to a physician-nurse partnership group (n = 90) or a routine treatment group (n = 90). The primary endpoints were self-rating anxiety scale and self-rating depression scale scores. This study also examined the waiting time as an outpatient and the frequency of using online medical platforms. Compared to the routine treatment group, scores on the self-rating anxiety scale (48.4) and the self-rating depression scale (48.0) were significantly lower in the physician-nurse partnership group (p = 0.004, p = 0.001). Moreover, the mean waiting time (3.4) was shorter and online platforms (6.1) were used more frequently in the physician-nurse partnership group than in the routine treatment group (p < 0.001, p < 0.001). These data suggest that a physician-nurse partnership could reduce patients' anxiety, depression, and their waiting time as an outpatient.

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Communication skills training: Adapting to the trends and moving forward

Cited by 7 publications

References 37 publications

Using Fictional Medical Television Programs to Teach Interprofessional Communication to Graduating Fourth-Year Medical Students

Using Fictional Medical Television Programs to Teach Interprofessional Communication to Graduating Fourth-Year Medical Students

Clinicians’ Voices on a Disciplinary Approach to Teaching Clinical Communication in the Chinese Context: Priorities, Challenges, and Scope

A physician-nurse partnership <i>via</i> online healthcare platforms protects infertile women from anxiety and depression: A multi-center prospective study from Shanghai, China

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