Medical student training in communication skills

2017 ◽  
Author(s):  
Gregory Makoul ◽  
Joshua Hauser ◽  
Henry Schneiderman
Keyword(s):  
Palliative Care ◽  
Conflict Management ◽  
Communication Skills ◽  
Family Involvement ◽  
Interdisciplinary Teams ◽  
School Level ◽  
Simulated Patients ◽  
Small Group Teaching ◽  
Student Training ◽  
Physician Role

This chapter reviews contemporary approaches to teaching and assessing communication skills at the medical school level, explicating considerations for effective communication in the context of oncology and primary care. Primary approaches for training involve small-group teaching with either role play or interviews with simulated patients. The SEGUE Framework for Teaching and Assessing Communication Skills is a widely used conceptual framework that is flexible enough for diverse situations, yet sufficiently specific to afford practical guidance. Several aspects of communication in oncology and palliative care make communication particularly challenging and important: (i) physician role; (ii) illness severity; (iii) interdisciplinary teams; (iv) dying and death; (v) family involvement. Accordingly, this context presents predicaments requiring advanced communication skills, which augment the basic skills needed to accomplish tasks outlined in the SEGUE Framework. These include addressing: (i) bad news; (ii) prognosis/uncertainty; (iii) goals of care/palliative care; (iv) conflict management; (v) family meetings; (vi) teamwork.

The Oncotalk/Vitaltalk model

2017 ◽  
Author(s):  
Robert M. Arnold ◽  
Anthony L. Back ◽  
Walter F. Baile ◽  
Kelly A. Edwards ◽  
James A. Tulsky
Keyword(s):  
Communication Skills ◽  
Lessons Learned ◽  
Simulated Patients ◽  
Evidence Based ◽  
Learning Context ◽  
Small Group Teaching ◽  
Immediate Feedback ◽  
Dying Patients ◽  
Seriously Ill Patients ◽  
Seriously Ill

Clinicians can, with training, improve their communication skills. In this chapter, we describe an interactive, evidence-based method for teaching clinicians to communicate with seriously ill patients. The programme, Vitaltalk, emphasizes small-group teaching with simulated patients and immediate feedback to allow learners to practice how to give serious news, talk about goals of care, and about what is most important to dying patients. This chapter describes common evidence-based principles used in developing an advanced communication skills programme based on Oncotalk experiences, identifies unique aspects of the learning context within an intensive retreat structure, and illustrates the lessons learned that can be tested in other settings. The programme is effective in improving learners’ communication skills in clinical studies. The growth of this programme in multiple specialties is discussed, as are our plans for disseminating the programme in the future.

Discussing the transition to palliative care: Evaluation of a brief communication skills training program for oncology clinicians

2010 ◽  
Vol 8 (4) ◽  
pp. 441-447 ◽  
Author(s):  
Michelle N. Grainger ◽  
Sue Hegarty ◽  
Penelope Schofield ◽  
Vicki White ◽  
Michael Jefford
Keyword(s):  
Palliative Care ◽  
Cancer Patients ◽  
Communication Skills ◽  
Health Professionals ◽  
Skills Training ◽  
Simulated Patients ◽  
Communication Skills Training ◽  
Anti Cancer ◽  
Practical Information ◽  
Care Evaluation

AbstractObjective:Discussing the transition from active anti-cancer treatment to palliative care can be difficult for cancer patients and oncology health professionals (OHP). We developed a brief communication skills workshop to assist OHP with these conversations, and examined satisfaction with the workshop and perceived confidence regarding these discussions.Method:Interactive workshops were conducted by trained facilitators and included cognitive, behavioral, and experiential components. The major component of the workshop involved role-plays with trained actors (simulated patients). Participants completed an evaluation questionnaire.Results:Sixty-two OHP participated in workshops. Overall, participants were highly satisfied with the workshop content and format. All participants felt the workshop provided relevant practical information, and >80% thought that participation benefited their work. Over 98% said that the workshop had increased confidence in their communication skills.Significance of results:Participants were very satisfied with the workshop, and thought that participation increased confidence in communicating about the transition to palliative care. Dissemination of this model of communication skills training seems warranted.

Oxford Textbook of Communication in Oncology and Palliative Care

2017 ◽  
Keyword(s):  
Palliative Care ◽  
Communication Skills ◽  
Death And Dying ◽  
Skills Training ◽  
Treatment Decisions ◽  
Simulated Patients ◽  
Communication Skills Training ◽  
Care Providers ◽  
Science Section ◽  
Key Skills

This textbook integrates clinical wisdom with empirical findings, drawing upon the history of communication science, providing a comprehensive curriculum for applied communication skills training for specialist oncologists, surgeons, nurses, psychosocial care providers and other members of the multidisciplinary team. This new edition presents a curriculum for nurses, which discusses needs of pre-registration to advanced trainees, including the ‘SAGE & THYME’ training programme, chronic disease, responding to depressed patients, the last hours and days of life, family care, facilitation training, and e-learning. The core curriculum ranges from breaking bad news, discussing risk and prognosis, achieving shared treatment decisions, responding to difficult emotions, dealing with denial, communicating with relatives and conducting a family meeting, helping patients cope with survivorship, deal with recurrence, transition to palliative care, and talk openly about death and dying. Modules offer guidelines about key skills, essential tasks, effective strategies, and scenarios for training sessions with simulated patients. The communication science section covers the history and models of communication skills training, the art of facilitating skill development, ethics, gender, power, the internet, audio-recording significant consultations, decision aides, and shared treatment decisions, medical student training, and enhancing patient participation in consultations. Specialty issues are explored, including enrolling in clinical trials, working in teams, discussing genetic risk, reconstructive and salvage surgery, among many other important issues. Variations in clinical disciplines are also discussed, including chapters for social workers, radiologists, surgical oncologists, medical and radiation oncologists, palliative medicine, pastoral care, pharmacy, paediatrics, and the elderly.

scholarly journals Conflict Management Strategies in the ICU Differ Between Palliative Care Specialists and Intensivists

2016 ◽  
Vol 44 (5) ◽  
pp. 934-942 ◽  
Author(s):  
Jared Chiarchiaro ◽  
Douglas B. White ◽  
Natalie C. Ernecoff ◽  
Praewpannarai Buddadhumaruk ◽  
Rachel A. Schuster ◽  
...  
Keyword(s):  
Palliative Care ◽  
Conflict Management ◽  
Management Strategies

scholarly journals A realist evaluation exploring simulated patient role-play in pharmacist undergraduate communication training

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Aisling Kerr ◽  
Judith Strawbridge ◽  
Caroline Kelleher ◽  
James Barlow ◽  
Clare Sullivan ◽  
...  
Keyword(s):  
Focus Groups ◽  
Communication Skills ◽  
Role Play ◽  
Real Life ◽  
Skills Training ◽  
Realist Evaluation ◽  
Communication Training ◽  
Pharmacy Students ◽  
Simulated Patients ◽  
Rank Test

Abstract Background Effective communication between pharmacists and patients is essential and improves health outcomes. Simulated patients (SPs) are trained to reproduce real-life situations and can help pharmacy students to develop and adapt their communication skills in a safe, learner-centred environment. The aim of this research was to explore how SP and pharmacy student role-play supports communication training. Methods A mixed methods realist evaluation approach was adopted to test an initial theory relating to SP role-play for pharmacy students. The intervention tested involved complex communication cases in a men’s and women’s health module in year three of a new MPharm programme. This SP session was the first such session, of the programme which exclusively focused on complex communication skills for the students. Data collected comprised video-recordings of both training and mock OSCE sessions, and from student focus groups. Communication videos were scored using the Explanation and Planning Scale (EPSCALE) tool. Scores from SP and mock OSCE sessions were compared using the Wilcoxon-signed rank test. Focus groups were conducted with students about their experience of the training and analysed thematically, through a realist lens. Data was analysed for Context-Mechanism-Outcome configurations to produce modified programme theories. Results Forty-six students (n = 46/59, 78 %) consented to their video-recorded interactions to be used. Students identified contextual factors relating to the timing within the course and the setting of the intervention, the debrief and student individual contexts. Mechanisms included authenticity, feedback, reflection, self-awareness and confidence. Negative responses included embarrassment and nervousness. They distinguished outcomes including increased awareness of communication style, more structured communication and increased comfort. However quantitative data showed a decrease (p < 0.001) in communication scores in the mock OSCE compared with scores from training sessions. Modified programme theories relating to SP training for pharmacy students were generated. Conclusions SP role-play is a valuable communication skills training approach. Emphasis should be placed on multiple stakeholder feedback and promotion of reflection. Time limits need to be considered in this context and adjusted to meet student needs, especially for students with lower levels of communication comfort and those communicating in languages different to their first language.

scholarly journals Shifting Palliative Care Paradigm in Primary Care From Better Death to Better End-of-Life : A Swiss Pilot Study

2021 ◽  
Author(s):  
Johanna Sommer ◽  
Christopher Chung ◽  
Dagmar M. Haller ◽  
Sophie Pautex
Keyword(s):  
Quality Of Life ◽  
Primary Care ◽  
Palliative Care ◽  
Pilot Study ◽  
End Of Life ◽  
Cancer Patients ◽  
Advanced Cancer ◽  
Communication Skills ◽  
Advanced Cancer Patients

Abstract Background: Patients suffering from advanced cancer often loose contact with their primary care physician (PCP) during oncologic treatment and palliative care is introduced very late.The aim of this pilot study was to test the feasibility and procedures for a randomized trial of an intervention to teach PCPs a palliative care approach and communication skills to improve advanced cancer patients’ quality of life. Methods: Observational pilot study in 5 steps. 1) Recruitment of PCPs. 2) Intervention: training on palliative care competencies and communication skills addressing end-of-life issues.3) Recruitment of advanced cancer patients by PCPs. 4) Patients follow-up by PCPs, and assessment of their quality of life by a research assistant 5) Feedback from PCPs using a semi-structured focus group and three individual interviews with qualitative deductive theme analysis.Results: 8 PCPs were trained. PCPs failed to recruit patients for fear of imposing additional loads on their patients. PCPs changed their approach of advanced cancer patients. They became more conscious of their role and responsibility during oncologic treatments and felt empowered to take a more active role picking up patient’s cues and addressing advance directives. They developed interprofessional collaborations for advance care planning. Overall, they discovered the role to help patients to make decisions for a better end-of-life.Conclusions: PCPs failed to recruit advanced cancer patients, but reported a change in paradigm about palliative care. They moved from a focus on helping patients to die better, to a new role helping patients to define the conditions for a better end-of-life.Trial registration : The ethics committee of the canton of Geneva approved the study (2018-00077 Pilot Study) in accordance with the Declaration of Helsinki

scholarly journals Distance learning and its impact on educational intervention on palliative care to nursing professionals–A pilot study

2021 ◽  
Vol 11 (11) ◽  
pp. 7
Author(s):  
Eric Benchimol Ferreira ◽  
Layz Alves Ferreira Souza ◽  
Maria Alves Barbosa ◽  
Claudia Paula Guimarães ◽  
Michelle Augusta Santos ◽  
...  
Keyword(s):  
Palliative Care ◽  
Distance Education ◽  
Distance Learning ◽  
Educational Intervention ◽  
Professional Training ◽  
Interdisciplinary Teams ◽  
Second Phase ◽  
Training Tool ◽  
Quasi Experimental ◽  
Nursing Professionals

Background and objective: Distance education (DE) is a professional training tool that was utilized to work with nursing professionals in this investigation on palliative care. This innovative form of care is used by interdisciplinary teams in a holistic way, with biological, psychological and spiritual aspects. Besides it is uniquely significant during pandemic lockdowns such as the current restrictions in nowadays. The aim of the study was to evaluate the knowledge of nursing professionals about palliative care, before and after an educational intervention through distance education.Methods: This is a quasi-experimental study carried out in a medium-sized state teaching hospital located in the Midwest region of Brazil. Participants: 31 nursing professionals who worked in the internal medicine ward. First phase, the prior knowledge about palliative care was evaluated through a questionnaire containing 24 semi-structured questions. In the second phase seven 20-minute video lessons were prepared, recorded and sent to the participating group. Third phase the same questionnaire was used to evaluate participants and they were inquired how they perceived they knowledge after distance learning.Results: A total of 31 professionals were enrolled in the first phase of the study and 29 answered the evaluation questionnaire after DE intervention. Most nursing professionals (61.2%) had between 31 and 50 years, 30 (96.7%) professionals had studied between 10 and 20 years. After DE there was an increase of 33% correct answers. Distance learning improved professional practice and increased confidence at work.Conclusions: Distance education is well accepted and promotes an increase of knowledge by up to a third on palliative care issues and also increased self-confidence among professionals.

A perspective on simulated patients’ and patient-educators’ teaching of communication skills

2018 ◽  
Vol 52 (10) ◽  
pp. 1097-1097 ◽  
Author(s):  
Mohammad Y Abdoolraheem ◽  
Mohamad Zeina
Keyword(s):  
Communication Skills ◽  
Simulated Patients
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