scholarly journals Interventions to Promote a Patient-Centered Approach in Clinical Consultations: Improving the Physician-Patient Communication Skills of Thomas Jefferson University Hospitals’ Residents and Fellows

2015 ◽  
Vol 3 (2) ◽  
Author(s):  
Voichita Bar-Ad, MD ◽  
Tu Dan, MD ◽  
Jennifer Arfaa ◽  
John McAna ◽  
Nicholas G. Zaorsky, MD ◽  
...  
Keyword(s):  
Communication Skills ◽  
Thomas Jefferson ◽  
Patient Communication ◽  
University Hospitals ◽  
Patient Centered ◽  
Physician Patient Communication ◽  
Physician Patient

scholarly journals “Best Practice” for Patient-Centered Communication: A Narrative Review

2013 ◽  
Vol 5 (3) ◽  
pp. 385-393 ◽  
Author(s):  
Ann King ◽  
Ruth B. Hoppe
Keyword(s):  
Communication Skills ◽  
Best Practice ◽  
Patient Adherence ◽  
Critical Dimension ◽  
Patient Communication ◽  
Narrative Review ◽  
Physician Communication ◽  
Patient Centered ◽  
Physician Patient Communication ◽  
Physician Patient

Abstract Background Communicating with patients has long been identified as an important physician competency. More recently, there is a growing consensus regarding the components that define physician-patient communication. There continues to be emphasis on both the need to teach and to assess the communication skills of physicians. Objective This narrative review aims to summarize the work that has been conducted in physician-patient communication that supports the efficacy of good communications skills. This work may also help to define the physician-patient communication skills that need to be taught and assessed. Results A review of the literature shows it contains impressive evidence supporting positive associations between physician communication behaviors and positive patient outcomes, such as patient recall, patient understanding, and patient adherence to therapy. There is a consensus about what constitutes “best practice” for physician communication in medical encounters: (1) fostering the relationship, (2) gathering information, (3) providing information, (4) making decisions, (5) responding to emotions, and (6) enabling disease- and treatment-related behavior. Conclusions Evidence supports the importance of communication skills as a dimension of physician competence. Effort to enhance teaching of communication skills to medical trainees likely will require significant changes in instruction at undergraduate and graduate levels, as well as changes in assessing the developing communication skills of physicians. An added critical dimension is faculty understanding of the importance of communication skills, and their commitment to helping trainees develop those skills.

scholarly journals Physician-patient communication: A qualitative study of perceptions, barriers, and needs in 4 EU MS

2019 ◽  
Vol 29 (Supplement_4) ◽  
Author(s):  
A Dalma ◽  
K Zota ◽  
P Karnaki ◽  
A Veloudaki ◽  
A Linos
Keyword(s):  
Nursing Education ◽  
Health Communication ◽  
Communication Training ◽  
Patient Communication ◽  
Positive Health ◽  
Patient Centered ◽  
Good Communication ◽  
Number Of Patients ◽  
Physician Patient Communication ◽  
Physician Patient

Abstract Background Good physician-patient communication is an important aspect of patient-centered care and contributes to positive health outcomes. However there is a lack of standard EU communication training policies for physicians. This study explores the barriers to good communication for both physicians and patients across four EU countries as part of the EU-funded Project “H-COM”, Health Communication Training for Health Professionals. Methods Eight focus groups were conducted with a total of 31 patients and 38 physicians from Germany, Greece, Spain, and Cyprus. Three themes were covered; perceptions, barriers and needs for health communication. Results Commonalities and differences between countries and target groups were identified, with participants discussing attitudinal, emotional, educational, and systemic barriers to good communication. Identified barriers among patients include a deeply embedded hierarchical notion and arrogance among physicians, inadequate or difficult to understand language, busy schedules. Among doctors barriers identified were mostly systemic having to do with busy schedules, large number of patients, and lack of time. Participants especially patients indicated a significant gap in health communication knowledge, skills, and training for physicians, with several regional differences being present especially between Mediterranean and central European countries. Conclusions The results imply a strong need for communication training, tailored accordingly in specific countries. Further development of policies related to the inclusion of such training in medical studies across EU would be of great importance. Key messages There are differences concerning health communication needs and barriers between EU regions and the development of tailored training. Although identified as important there is a lack of health communication training in certain EU MS and an urgent need to incorporate training in basic medical and nursing education.

scholarly journals Doctor-Patient Communication: Principles and Practices

2002 ◽  
Vol 29 (S2) ◽  
pp. S23-S29 ◽  
Author(s):  
Suzanne M. Kurtz
Keyword(s):  
Communication Skills ◽  
Historical Context ◽  
Patient Communication ◽  
Good Communication ◽  
Doctor Patient Communication ◽  
Perceptual Skills ◽  
Physician Patient Communication ◽  
Education Workshop ◽  
Physician Patient ◽  
Improve Patient

Background:In a formal needs assessment, conducted prior to the Canadian Headache Society's recent national continuing education workshop, participants expressed particular enthusiasm for enhancing their own communication skills or their teaching of those skills.Objectives:Responding to both interests, this paper offers a practical conceptual framework for thinking systematically about how to improve physician-patient communication to a professional level of competence.Methods:The three-part, evidence-based framework first defines communication in medicine in terms of five underlying assumptions about communication and the learning of communication skills. It then discusses three categories of communication skills (content, process, and perceptual skills) and six goals that physicians and patients work to achieve through their communication with each other. The second part of the framework explores “first principles” of effective communication and includes a brief look at the historical context that has significantly influenced our thinking about, and practice of communication in health care. Part three of the framework describes one approach for delineating and organizing the specific skills that research supports for communicating effectively with patients - the Calgary Cambridge Guide.Results:It is clear from the literature that better physician communication skills improve patient satisfaction and clinical outcomes and that good communication skills can be taught and learned.Conclusions:It is important that physicians learn the principles of good physician-patient communication and apply them in clinical practice. Medical education programs at all levels should include teaching of physician-patient communication.

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