Effectiveness of a modified doctor–patient communication training Programme designed for surgical residents in China: a prospective, large-volume study at a single Centre

Bai, Song; Wu, Bin; Yao, Zichuan; Zhu, Xianqing; Jiang, Yunzhong; Chang, Qing; Bai, Xue; Tong, Tong

doi:10.1186/s12909-019-1776-7

Cited by 16 publications

(26 citation statements)

References 28 publications

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“…Communication skills training curriculum has been introduced into China for more than 10 years, and have been increasingly described in some other medical disciplines, including surgery and oncology recently [4,12]. These studies have demonstrated that communication skills training program can improve the communication competency of residents.…”

Section: Discussionmentioning

confidence: 99%

Needs assessment for a curriculum for difficult conversations -a survey from 5 Chinese accredited neurology residency training programs

Zhou

et al. 2020

BMC Med Educ

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Background Communication skill is a core competency in neurology residency training. Specific training in this area at the residency level is often lacking, especially regarding difficult conversations. The aim of this study is to evaluate the current state in teaching residents about difficult conversations in 5 Chinese accredited neurology residency training programs and determine whether there is a perceived need for a formalized curriculum in this field. Methods An anonymous, 27-question, cross-sectional online survey addressing difficult conversations for neurological residents were distributed to five grade-A, class-3 hospitals selected from the affiliated teaching hospitals of medical schools qualified to provide neurology residency training in China. Results A total of 182 residents responded to the survey, and the response rate was 67.16% (182/271). Of the participants, 84.6% were female and the average age was 26.8 years. The majority of respondent residents (n = 168; 92.31%) reported being exposed to at least one difficult conversation in their medical careers. Only 43 (23.63%) participants reported having previously received formal communication skills training. In comparison with residents without previous training, those with previous training indicated significantly more confidence (P = 0.003) and were under lower pressure (P = 0.037) in managing difficult conversations. Only 97 (53.3%) residents indicated interest in receiving formal training. Time, lack of enthusiasm, lack of educational materials and faculty expertise were commonly cited barriers to formalized training. Conclusion This survey provides a preliminary assessment of the current status of education on the topic of difficult conversations in five accredited Chinese neurology residency training programs. Our results suggest that there is an unmet need to further develop and implement educational activities by teaching residents to lead difficult conversations. Future efforts should be made to establish and promote a standard and targeted communication curriculum in difficult conversation for Chinese neurological residents.

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Section: Discussionmentioning

confidence: 99%

Needs assessment for a curriculum for difficult conversations -a survey from 5 Chinese accredited neurology residency training programs

Zhou

et al. 2020

BMC Med Educ

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“…Communication skills training curriculum has been introduced into China for more than ten years, and have been increasingly described in some other medical disciplines, including surgery and oncology recently 12,13 . These studies have demonstrated that communication skills training program can improve the communication competency of residents.…”

Section: Discussionmentioning

confidence: 99%

Needs assessment for a curriculum for difficult conversations -A survey from 5 Chinese accredited neurology residency training programs

Zhou

et al. 2020

Preprint

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Background: Communication skill is a core competency in neurology residency training. Specific training in this area at the residency level is often lacking, especially regarding difficult conversations. The aim of this study is to evaluate the current state in teaching residents about difficult conversations in 5 Chinese accredited neurology residency training programs and determine whether there is a perceived need for a formalized curriculum in this field.Methods: An anonymous, 27-question, cross-sectional online survey addressing difficult conversations for neurological residents were distributed to five grade-A, class-3 hospitals selected from the affiliated teaching hospitals of medical schools qualified to provide neurology residency training in China.Results: A total of 182 residents responded to the survey, and the response rate was 67.16% (182/271). Of the participants, 84.6% were female and the average age was 26.8 years. The majority of respondent residents (n=168; 92.31%) reported being exposed to at least one difficult conversation in their medical careers. Only 43 (23.63%) participants reported having previously received formal communication skills training. In comparison with residents without previous training, those with previous training indicated significantly more confidence（P=0.003）and were under lower pressure（P=0.037）in managing difficult conversations. Only 97 (53.3%) residents indicated interest in receiving formal training. Time, lack of enthusiasm, lack of educational materials and faculty expertise were commonly cited barriers to formalized training.Conclusion: This survey provides a preliminary assessment of the current status of education on the topic of difficult conversations in five accredited Chinese neurology residency training programs. Our results suggest that there is an unmet need to further develop and implement educational activities by teaching residents to lead difficult conversations. Future efforts should be made to establish and promote a standard and targeted communication curriculum in difficult conversation for Chinese neurological residents.

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“…The SEGUE framework and General Self‐Efficacy Scale (GSES) were used as external criteria to assess the criterion validity of the NCAAPS. The SEGUE framework consists of two sections (doctor–patient communication content and communication skills) and five dimensions (preparation, information collection, information giving, understanding the patient and ending) (Makoul, 2001), and this scale has been used to evaluate communication skills in medical students (Sattler et al., 2017), nursing students (Son & Hee Kim, 2019) and doctors (Bai et al., 2019). The SEGUE framework has a Cronbach's α coefficient, CVI, test–retest reliability and KMO all exceeding 0.8 (Makoul, 2001; Xiong et al., 2019).…”

Section: The Studymentioning

confidence: 99%

“…For example, the Communication Skills Inventory developed by (Ersanli and Balci (1998) measures three dimensions of communication (psychology, emotion and behaviour) and consists of 45 questions answered using a 1–5 Likert scale. The Set Elicit Give Understand End (SEGUE) framework was developed by Makoul (2001) to evaluate the effectiveness of teaching and training in medical communication skills and has been used to assess communication ability in medical students (Sattler et al., 2017), nursing students (Son & Hee Kim, 2019) and qualified physicians (Bai et al., 2019). The Jefferson Empathy Scale (Hojat et al., 2002), which includes 20 items covering three dimensions (psychological cognition, emotional experience and behavioural assistance), has good internal consistency reliability and validity and has been translated into many different languages.…”

Section: Introductionmentioning

confidence: 99%

Development of the nurse's communication ability with angry patients scale and evaluation of its psychometric properties

Chen

Luo

Jiang

et al. 2021

Journal of Advanced Nursing

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Aims To develop the Nurse's Communication Ability with Angry Patients Scale (NCAAPS) and evaluate its psychometric properties. Design An instrument development and validation study. Methods The survey was administered to 501 nurses from different emergency departments in China between 2 August 2019 and 3 October 2019. Data from 456 completed questionnaires were analysed to identify the factor structure of the NCAAPS. Results The content validity index was satisfactory. Four factors were included and 71.25% of the total variance was explained by 19 items in NCAAPS. Confirmatory factor analysis supported the four‐factor structure. Cronbach's α coefficient was 0.96 for the overall scale and 0.81–0.92 for its subscales. Test–retest reliability was 0.740. Conclusion We consider the NCAAPS to be a useful tool for measuring the ability of nurses to communicate with angry patients. Impact It is anticipated that this new scale will help educators to identify specific areas of deficiency that could be targeted with training to improve the ability of nursing staff to communicate with angry patients.

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Effectiveness of a modified doctor–patient communication training Programme designed for surgical residents in China: a prospective, large-volume study at a single Centre

Cited by 16 publications

References 28 publications

Needs assessment for a curriculum for difficult conversations -a survey from 5 Chinese accredited neurology residency training programs

Needs assessment for a curriculum for difficult conversations -a survey from 5 Chinese accredited neurology residency training programs

Needs assessment for a curriculum for difficult conversations -A survey from 5 Chinese accredited neurology residency training programs

Development of the nurse's communication ability with angry patients scale and evaluation of its psychometric properties

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