Abstract: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.
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“…Moreover, the trainee is running out of time during the clinic hour. How can the trainee create trust and display empathy? 5 In the following paragraphs, we reflect on these kind of challenges in applying self‐monitoring when developing skilled communication.…”
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confidence: 99%
“…In the example of an arterial line placement, the trainee can easily recognise if the placement was successful or not; for example, the line has a good blood flow or is blocked. This outcome can stimulate self‐monitoring for future comparable clinical tasks 1,5 …”
mentioning
confidence: 99%
“…It may not be easy for the trainee to recognise these emotions as triggers for self‐monitoring as these are not concrete 6 . Moreover, communication takes place in an interactional sequence, with the trainee adapting to differing patient needs 5,8 . In case of the crying patient, it is unclear what caused the crying 4,7,9 .…”
mentioning
confidence: 99%
“…There is no ‘golden standard’ available for evaluating communication, such as in procedural skills 7,8 . Becoming skilled in communication performance is a personalised process of the trainee in which recognising attitudes, feelings and thoughts is essential in self‐monitoring 1,5,10 . This implies that developing skilled communication is a continuous process of adapting communication in interaction 5,8 .…”
Because communication is an ongoing process, to become skilled, the author argues it is essential to empower trainees through tailored feedback, activation of self‐monitoring, and awareness of constantly changing context.
“…Moreover, the trainee is running out of time during the clinic hour. How can the trainee create trust and display empathy? 5 In the following paragraphs, we reflect on these kind of challenges in applying self‐monitoring when developing skilled communication.…”
mentioning
confidence: 99%
“…In the example of an arterial line placement, the trainee can easily recognise if the placement was successful or not; for example, the line has a good blood flow or is blocked. This outcome can stimulate self‐monitoring for future comparable clinical tasks 1,5 …”
mentioning
confidence: 99%
“…It may not be easy for the trainee to recognise these emotions as triggers for self‐monitoring as these are not concrete 6 . Moreover, communication takes place in an interactional sequence, with the trainee adapting to differing patient needs 5,8 . In case of the crying patient, it is unclear what caused the crying 4,7,9 .…”
mentioning
confidence: 99%
“…There is no ‘golden standard’ available for evaluating communication, such as in procedural skills 7,8 . Becoming skilled in communication performance is a personalised process of the trainee in which recognising attitudes, feelings and thoughts is essential in self‐monitoring 1,5,10 . This implies that developing skilled communication is a continuous process of adapting communication in interaction 5,8 .…”
Because communication is an ongoing process, to become skilled, the author argues it is essential to empower trainees through tailored feedback, activation of self‐monitoring, and awareness of constantly changing context.
“…In this issue, Verheijden et al 1 identify characteristics of competent clinical communicators in the workplace. Here, we ask can we apply these same principles to clinicians interacting on social media?…”
The authors highlight parallels between effective online communication and face to face communication in the clinical space, indicating that the rules and what is "effective" and "appropriate" varies between environments.
Communication is a fundamental skill for health professionals because it supports the establishment of a therapeutic relationship based on trust and is a key component to achieve treatment goals. Various strategies, such as active listening, open and reflective questioning,
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