Sticks and stones: investigating rude, dismissive and aggressive communication between doctors

Bradley, Victoria; Liddle, Samuel; Shaw, R. H.; Savage, Emily; Rabbitts, Roberta; Trim, Corinne; Lasoye, Tunji; Whitelaw, Ben

doi:10.7861/clinmedicine.15-6-541

Cited by 68 publications

(99 citation statements)

References 16 publications

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“…1 They showed an improvement in compliance with the measures recorded before and after the introduction of the bundle. 1 They showed an improvement in compliance with the measures recorded before and after the introduction of the bundle.…”

Section: The Royal College Of Physicians' Fallsafe Care Bundles Applimentioning

confidence: 90%

“…1 The ephemeral, impersonal nature of a phone call and the lack of a pre-existing relationship between clinicians are both risk factors for rudeness. Our study was confined to communication within teaching hospitals but rude, dismissive and aggressive (RDA) communication is also likely to occur in non-teaching hospitals and across the primary-secondary care interface.…”

Section: Responsementioning

confidence: 99%

See 1 more Smart Citation

The Royal College of Physicians’ Fallsafe care bundles applied trustwide: the Northumbria experience 2013

D'Costa

2016

Clinical Medicine

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Section: The Royal College Of Physicians' Fallsafe Care Bundles Applimentioning

confidence: 90%

Section: Responsementioning

confidence: 99%

The Royal College of Physicians’ Fallsafe care bundles applied trustwide: the Northumbria experience 2013

D'Costa

2016

Clinical Medicine

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“…1 They showed an improvement in compliance with the measures recorded before and after the introduction of the bundle. This mirrors the RCP Fallsafe project itself.…”

Section: The Royal College Of Physicians' Fallsafe Care Bundles Applimentioning

confidence: 98%

Response

Whitelaw

2016

Clinical Medicine

Self Cite

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“…This can be a negative experience. Residents in one United Kingdom study identified that 49% of their experiences of rude, dismissive or aggressive behaviour enacted towards them occurred in the context of interactions with other departments or specialties on behalf of their own team 5 . These boundary encounters contribute to identity development, as all encounters do, but in a negative way, positioning the resident as incompetent or useless, and as not belonging in the world of medicine.…”

mentioning

confidence: 99%

Boundary learning environments in landscapes of practice

Coakley

Bennett

2020

Medical Education

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In this issue of Medical Education, Nathan Hodson 1 discusses 'landscapes of practice,' a sociocultural theory of learning proposed by Wenger-Trayner et al. 2 Landscapes of practice theory is an extension of the frequently cited communities of practice theory and describes how learners traverse landscapes comprised of multiple communities of practice, and in the process cross boundaries, acquire knowledge and develop professional identities. Hodson 1 points to the imperative inherent in landscapes of practice: that learners spend time at community boundaries to enhance their own learning and, in turn, to enrich their communities. In this commentary, we consider how the boundary experiences of residents in clinical workplaces might shape learning and professional identity formation.In medical education, great emphasis is placed on creating positive learning environments to support residents' learning through work. Ideas about what constitutes an ideal clinical learning environment typically draw on communities of practice theory and related sociocultural theories of learning, referencing opportunities to connect with senior community members, to participate in community practices and to be valued as community members. If we consider the resident's pathway through the lens of landscapes of practice theory, we can see that not only clinical learning environments within communities, but also those at the boundaries between communities, at which residents spend much of their time, are critical to their learning.As instantly relatable as communities of practice theory was to workplace learning in medical education, so too does the concept of landscapes of practice make intuitive sense when we think about residents' learning trajectories. The rotational system of clinical education, in which residents move at regular intervals between clinical teams, specialties and sites, is one that propels learners through a constellation of related communities, or practices. Together, these communities and their corresponding domains of knowledge comprise the curriculum of postgraduate medical education. Residents experience a series of short-lived community memberships, during which they inhabit the peripheries of their communities. With each change in clinical team or specialty, they renegotiate their understanding of the distinct culture and practices of a new community. In doing so residents become capable, useful community members. Such transitions have been identified as critically intensive learning periods, requiring recognition and support within communities. 3 Professional identities are formed in the negotiation of these boundary crossings as learners accumulate bodies of knowledge relevant to the landscapes they traverse. These include an ability to adapt to new environments and styles of practice, greater comfort with stressful situations, better organisational and decision-making skills and flexibility. 4 Thus, learners develop knowledgeability, the capacity to bring the relevant practical knowledge to situations in pr...

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Sticks and stones: investigating rude, dismissive and aggressive communication between doctors

Cited by 68 publications

References 16 publications

The Royal College of Physicians’ Fallsafe care bundles applied trustwide: the Northumbria experience 2013

The Royal College of Physicians’ Fallsafe care bundles applied trustwide: the Northumbria experience 2013

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Boundary learning environments in landscapes of practice

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