Four Communication Skills from Psychiatry Useful in Palliative Care and How to Teach Them

Datta-Barua, Indrany; Hauser, Joshua

doi:10.1001/amajethics.2018.717

Cited by 5 publications

(3 citation statements)

References 9 publications

(5 reference statements)

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“…This version of a "time out" 36 allows the clinician to use the skills of active reflection and attention to countertransference. 42,43 Is the disclosure that they are considering (the type of CSD that they identified in step "C") in concordance with their goals in the encounter or with the patient's goals in their care? This moment for self-reflection also allows the clinician to identify their own countertransference feelings, to recognize if the CSD might be a response to their own needs, rather than the patient's.…”

Section: Applicationmentioning

confidence: 99%

“…Recognizing this unfolding transference-countertransference dynamic, the clinician can then adjust his interventions to maintain connectedness with the wife, 42 for example, by emphasizing their commonality in the immediate context: "Maybe not the same sports team, but we're definitely both on your husband's team!" Thus, utilizing our protocol would have enabled the clinician to turn this question from the wife into an intentional self-disclosure: intended to benefit the treatment relationship.…”

Section: Case 4: the Family Requests A Csdmentioning

confidence: 99%

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Clinician Self-Disclosure in Palliative Care: Describing a Taxonomy and Proposing a Communication Tool

Datta-Barua

Hauser

2023

Am J Hosp Palliat Care

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While patient self-disclosure is expected and necessary in the clinical setting, clinicians generally minimize their own self-disclosure, a practice largely guided by the boundaries of the fiduciary relationship. At the same time, many clinicians can recall a time when they made a self-disclosure to a patient, and it seemed to benefit the treatment relationship, if not the treatment itself. We reviewed literature from a variety of fields describing opinions, theories and limited data about the effects of clinician self-disclosure. Based on our findings, we posit that clinician self-disclosure has the potential to be a beneficial communication tool in palliative medicine, but like any intervention, it is not without risks. Thus, we propose a potential strategy to guide clinicians in thinking about self-disclosures.

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Section: Applicationmentioning

confidence: 99%

Section: Case 4: the Family Requests A Csdmentioning

confidence: 99%

Clinician Self-Disclosure in Palliative Care: Describing a Taxonomy and Proposing a Communication Tool

Datta-Barua

Hauser

2023

Am J Hosp Palliat Care

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“…Communication in Psychiatry involves basic skills such as empathy ( 16 ) but also more complex skills such as psychotherapeutic skills and the ability to build a therapeutic relationship ( 17 ). A paradigmatic example of the contribution of psychotherapeutic models to the development of CS training is the inclusion of transference and countertransference, concepts developed by psychodynamic authors, as fundamental CS ( 18 , 19 ). More recently, other psychotherapeutic approaches, such as meditation and mindfulness, have been proposed as potential tools to improve empathy and CS in doctors ( 20 , 21 ).…”

Section: Introductionmentioning

confidence: 99%

Communication skills in psychiatry for undergraduate students: A scoping review

et al. 2022

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Communication skills are paramount in all areas of medicine but particularly in psychiatry due to the challenges posed by mental health patients and the essential role of communication from diagnosis to treatment. Despite the prevalence of psychiatric disorders in different medical specialties, particularly in primary care settings, communication skills in psychiatry and their training are not well studied and are often not included in the undergraduate medical curriculum. Our paper explores the relevance of teaching communication competencies in psychiatry for undergraduate medical students. Our work focused on reviewing the methods for teaching communication skills to undergraduate students in Psychiatry. Eleven studies were selected to be included in this review. We found considerable heterogeneity among methods for teaching communication skills but also some common elements such as the use of simulated patients and providing feedback. This review has identified two models: the Calgary–Cambridge interview model and the Kolb cycle-based model. However, most studies still lack a theoretical background model. We believe that the inclusion of communication skills training in medical curricula is fundamental to teaching medical students general communication skills but also specific training on establishing adequate communication with psychiatric patients. However, more research is needed to determine the best method for training but also regarding its translation to patient care and cost-effectiveness.

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Nonspecific factors

Bowins¹

2021

States and Processes for Mental Health

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Four Communication Skills from Psychiatry Useful in Palliative Care and How to Teach Them

Cited by 5 publications

References 9 publications

Clinician Self-Disclosure in Palliative Care: Describing a Taxonomy and Proposing a Communication Tool

Clinician Self-Disclosure in Palliative Care: Describing a Taxonomy and Proposing a Communication Tool

Communication skills in psychiatry for undergraduate students: A scoping review

Nonspecific factors

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