Designing a curriculum for communication skills training from a theory and evidence-based perspective

Street, Richard L.; Haes, Hanneke C. J. M. de

doi:10.1016/j.pec.2013.06.012

Cited by 50 publications

(47 citation statements)

References 67 publications

(72 reference statements)

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“…39,40 An evidence-based framework, either consensusskill based or outcome based, has been recommended for a health care professional's communication curriculum. 16,17,41 This framework should be flexible to fit each patient meeting. Students need an evidence-based framework and a toolbox of communication skills to pick from.…”

Section: Discussionmentioning

confidence: 99%

Nordic Pharmacy Schools’ Experience in Communication Skills Training

Svensberg

Björnsdóttir

Wallman

et al. 2017

American Journal of Pharmaceutical Education

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Objective. To assess communication skills training at Nordic pharmacy schools and explore ways for improvement.Methods. E-mail questionnaires were developed and distributed with the aim to explore current practice and course leaders' opinions regarding teaching of patient communication skills at all the 11 master level Nordic (Denmark, Finland, Iceland, Norway and Sweden) pharmacy schools. The questionnaires contained both closed-and open-ended questions.Results. There was a variation of patient communication skills training among schools. In general, communication skills training was included in one to five courses (mode 1); varied in quantity (6-92 hours); had low use of experiential training methods; and had challenges regarding assessments and acquiring sufficient resources. However, some schools had more focus on such training. Conclusion. The results show room for improvement in patient communication skills training in most Nordic pharmacy schools and give insights into how to enhance communication skill building in pharmacy curricula. Suggestions for improving the training include: early training start, evidencebased frameworks, experiential training, and scaffolding.

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Section: Discussionmentioning

confidence: 99%

Nordic Pharmacy Schools’ Experience in Communication Skills Training

Svensberg

Björnsdóttir

Wallman

et al. 2017

American Journal of Pharmaceutical Education

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“…Importantly, communicative "success" is a perception, and these perceptions can arise from many Brought to you by | New York University Bobst Library Technical Services Authenticated Download Date | 10/10/15 6:03 PM different perspectives (e.g., the patient, the clinician, an observer, etc. ), all or none of which may be consistent with another (Street and de Haes 2013). For example, a clinician may believe she effectively helped a patient manage her uncertainty about a hip replacement as treatment for osteoarthritis, while the patient may feel the clinician did not listen to her preferences or concerns about other treatment options such as pain management and exercise.…”

Section: Communication Competence As a Process And As An Outcomementioning

confidence: 98%

“…For instance, achieving a shared understanding about a health problem (e.g., treating hypertension) requires the clinician and patient to communicate with each other in a way that accomplishes that understanding (e.g., clinician gave clear explanation of risks of high blood pressure and treatment options; patient states her preferences and asks questions about what she did not understand). In other words, competent communicators do not exist in isolation, and interactants must work together to accomplish a common goal (Street and de Haes 2013). Thus, while individuals must have the individual capacity to communicate competently (sufficient motivation, knowledge, and skills), ultimately the success of the encounter is jointly achieved through the communicative exchange of the participants (Salmon and Young 2011).…”

Section: Communication Competence As a Process And As An Outcomementioning

confidence: 99%

19. Managing uncertainty in clinical encounters

Dean¹,

Street²

2015

Communication Competence

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One of the most understudied and problematic aspects of communication skills in medical encounters is the management of uncertainty. This chapter reviews evidence related to theories of uncertainty in health and illness, different sources of uncertainty, the psychosocial effects of medical uncertainty, and communicative skills clinicians can use to assist patients 'manage' uncertainty. We then demonstrate how these communication skills can be learned and routinely applied in delivery of health care in order to improve health outcomes. We conclude with particular priorities for future research exploring uncertainty management in clinical encounters.

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“…Lo anterior tiene la potencialidad de influir en las creencias del paciente, estimular cambios en sus hábitos de vida y generar actitudes relacionadas con el autocuidado para empoderar al paciente en cuanto a su condición de salud y se le motiva para que adquiera un rol activo como gestor de su cuidado y bienestar 16,20,32 . Además, se mejora la comprensión, recordación y cooperación por parte del paciente 15,19,30,33 .…”

Section: Escenario Actual: Comunicación Y Práctica Profesionalunclassified

“…En este contexto, se ha identificado un mejor acceso y uso de los servicios y recursos en salud 20,29 y una disminución en los períodos de traEn este contexto, se ha valorado de manera significativa el efecto de la comunicación en la salud y en la enfermedad de los seres humanos. Se ha aceptado ampliamente que una comunicación adecuada y centrada en el paciente es esencial para brindar un cuidado de alta calidad 2,3,6,9,14,15 . La comunicación centrada en el paciente se define como aquella que implica activamente a éste porque garantiza y asegura que sus percepciones, necesidades y preocupaciones se articulen durante la interacción con el médico 16 .…”

Section: Escenario Actual: Comunicación Y Práctica Profesionalunclassified

Comunicación en el currículo médico

Stellyes

2017

MedUPB

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RESUMENEn esta revisión se hace una aproximación sobre la integración de la dimensión comunicativa en el ámbito de la educación médica, al reconocerla como eje central de los currículos en salud y por su relevancia en la relación clínica. A partir del contexto actual en el ejercicio médico, sus problemáticas y necesidades, se plantean alternativas de enseñanza que favorece el desarrollo de capacidades y competencias en comunicación por parte del estudiante. Este acercamiento inicial, además de considerar el significado de una adecuada comunicación, da cuenta de los principales referentes globales que han servido como directriz a diferentes escuelas de medicina para la definición de los currículos. En la elaboración de estas propuestas curriculares, se han considerado aspectos como la forma en la que se concibe la comunicación desde la programación académica, si se asume como un curso independiente o si está integrada al logro de otras competencias biomédicas (de manera transversal en el currículo). Otras temáticas tienen que ver con los contenidos, la definición de las metodologías de enseñanza, aprendizaje, evaluación y la necesidad de garantizar el acompañamiento y la retroalimentación al estudiante, por la naturaleza de la experiencia comunicativa durante las prácticas clínicas y por su relevancia en la formación humana e integral. Palabras clave: comunicación; currículo; educación médica. ABSTRACTThis review addresses the integration of communication in the context of medical education as it is a central axis of health curricula and an instrumental part of the clinical relationship. Based on the current context in medical practice, its problems and needs, teaching alternatives which favor the development of communication abilities and competencies of students are proposed. Besides considering the meaning of adequate communication, this initial approach considers the main global models that have served as guidelines for different schools of medicine during curriculum development. Within the creation of such curricular proposals, aspects such as the way communication is conceived from the perspective of the academic program have been considered, if it is understood as an independent course or if it is integrated within the achievement of other biomedical competencies (in a transversal manner in the curriculum). Other topics are related to content, the definition of teaching methodologies, learning, evaluation and the need to guarantee the accompaniment and feedback to students due to the nature of the communication experience during the clinical practices and its relevance in humane and comprehensive education.

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Designing a curriculum for communication skills training from a theory and evidence-based perspective

Cited by 50 publications

References 67 publications

Nordic Pharmacy Schools’ Experience in Communication Skills Training

Nordic Pharmacy Schools’ Experience in Communication Skills Training

19. Managing uncertainty in clinical encounters

Comunicación en el currículo médico

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