scholarly journals Cultivating Patient-Centered Communication Skills Training Across the Medical Education Continuum: A Model for Practice

2007 ◽  
Vol 68 (5) ◽  
pp. 356-358
Author(s):  
Gail S. Marion ◽  
Sonia J. Crandall ◽  
Frank Celestino ◽  
William McCann ◽  
Julienne Kirk
Keyword(s):  
Medical Education ◽  
Communication Skills ◽  
Skills Training ◽  
Communication Skills Training ◽  
Patient Centered ◽  
Medical Education Continuum

Principles of Communication Skills Training in Cancer Care across the Life Span and Illness Trajectory

2021 ◽  
pp. 791-798
Author(s):  
David W. Kissane ◽  
Carma L. Bylund
Keyword(s):  
Communication Skills ◽  
Cancer Care ◽  
Core Curriculum ◽  
Decision Aids ◽  
Skills Training ◽  
Communication Skills Training ◽  
Patient Centered ◽  
Open Questions ◽  
Communication Challenges ◽  
Question Prompt

Evidence is growing that communication skills training can help clinicians to become more empathic and use open questions in a patient-centered manner. More work is needed to see these gains translate into improved patient outcomes. A core curriculum has matured as a conventional component of training in cancer care. Strong evidence supports the use of question prompt lists, decision aids, and audio recording of important consultations for later review by the patient and family. Gains are being made with communication challenges such as discussing internet-derived information. Patient training about optimizing their communication has started to complete the reciprocal interaction.

Developing Patient-Centered Communication Skills Training for Oncologists: Describing the Content and Efficacy of Training

2010 ◽  
Vol 59 (3) ◽  
pp. 235-248 ◽  
Author(s):  
Richard F. Brown ◽  
Carma L. Bylund ◽  
Jennifer A. Gueguen ◽  
Catherine Diamond ◽  
Julia Eddington ◽  
...  
Keyword(s):  
Communication Skills ◽  
Skills Training ◽  
Communication Skills Training ◽  
Patient Centered

scholarly journals Medical Education in Berlin Reformed Curriculum and Communication Skills Training

2004 ◽  
Vol 56 (2-4) ◽  
pp. 172-181 ◽  
Author(s):  
Ortwein H ◽  
Muehlinghaus I ◽  
Schnabel KP ◽  
Terzioglu P ◽  
Wilke A ◽  
...  
Keyword(s):  
Medical Education ◽  
Communication Skills ◽  
Skills Training ◽  
Communication Skills Training

scholarly journals Communication Skills Training: A Means to Promote Time-Efficient Patient-Centered Communication in Clinical Practice

2021 ◽  
Vol 8 (4) ◽  
pp. 307-314
Author(s):  
Else Dalsgaard Iversen ◽  
Maiken Wolderslund ◽  
Poul-Erik Kofoed ◽  
Pål Gulbrandsen ◽  
Helle Poulsen ◽  
...  
Keyword(s):  
Clinical Practice ◽  
Communication Skills ◽  
Skills Training ◽  
Communication Skills Training ◽  
Patient Centered

Metadiscourse, materiality and morality in communication skills training with simulated patients

2021 ◽  
Vol 16 (3) ◽  
Author(s):  
Grace Peters
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Communication Skills ◽  
Clinical Skills ◽  
Standardized Patients ◽  
Skills Training ◽  
The United States ◽  
Simulated Patient ◽  
Simulated Patients ◽  
Communication Skills Training

Simulated patients (also known as standardized patients) are commonly employed by institutions of medical education to train medical students and assess their communication skills. This article demonstrates that such patients are not translational devices that enact prima facie standards of communication skills as laid out by the institutions that use them, but rather metadiscursively transform communication practices. This is shown via a case study that closely examines a series of interactions between a simulated patient and a third-year medical student during a practice exam designed for the United States Medical Licensing Examination Step 2 Clinical Skills. I use discourse analysis to show how communication skills are transformed in three practices: (1) simulated consultations between standardized patients and medical students; (2) spoken evaluations offered by standardized patients after simulated consultations between standardized patients and medical students; and (3) written evaluations offered by standardized patients in assessment forms. In particular, by attending to how a simulated patient makes the act of draping the patient a relevant communication skill, I explicate the material elements and moral implications of clinical communication. Finally, I consider the instructive role simulated patients play in medical education and how their standards build on and often stand in contrast to communication skills techniques. I conclude by making practical suggestions for communication skills training with simulated patients in medical education.

scholarly journals Assessment of Clinical Communication Skills of Medical Students Through the Simulated Patient Approach

2020 ◽  
Vol 19 (3) ◽  
Author(s):  
Nilesh Chavda ◽  
Priti Solanky ◽  
Jatin V Dhanani ◽  
Aashal Shah ◽  
Nirav Patel ◽  
...  
Keyword(s):  
Medical Education ◽  
Patient Satisfaction ◽  
Medical Students ◽  
Communication Skills ◽  
Skills Training ◽  
Simulated Patient ◽  
Simulated Patients ◽  
Communication Skills Training ◽  
Clinical Communication ◽  
Good Communication Skill

Background: Good communication skill is as crucial for the medical practitioner as medical knowledge for better patient outcome. Incorporating simulated patients for teaching communication skills and assessment can be beneficial for the learners as it gives them learning opportunities under a controlled environment. Objectives: 1. To assess the improvement in communication skills with the use of simulated patients after communication skills training. 2. To obtain feedback from simulated patients about patient satisfaction. 3. To obtain feedback from students and faculties about communication skills training intervention and simulated patients for assessment. Methods: After a thorough introduction and explanation of the study, out of total of 139 students from the fifth-semester bachelor of medicine and bachelor of surgery (MBBS), 44 students gave the willingness to participate. Students were divided into two groups of 22 students; one group acted as doctors, and the other group acted as a standardized patient group. Each simulated patient was randomly assigned to one doctor to make a pair; thus, 22 random pairs of doctor and patients were formed. Before and after giving communication skills training, each doctor-patient pair's consultation was analyzed for clinical communication skills using the Kalamazoo scale adapted version by trained observers. After each consultation, each patient was given a patient satisfaction questionnaire to fill. Results: In this study, students were improved significantly in each competency of the Kalamazoo scale after communication skills training. Before giving this training, the total mean communication skills score of students was 49.86 (SD=10.73), and after training, it significantly improved to 75.45 (SD=15.78) (P < 0.05). Before the training, the mean patient's satisfaction score was 48.95 (SD=12.18), which significantly improved after training to 60.36 (SD=3.99) (P < 0.05). Students as well as observers, found the Kalamazoo scale very useful for communication skills training and assessment. In feedback, they mentioned that the simulated patient approach for the assessment of communication skills was useful. Conclusions: This study showed that the clinical communication skills training with a structured scale was helpful for medical students. Students were found interested in learning such new skills; thus, clinical communication skills training should be an integral part of medical education. Simulated patients were found useful and can be used for the assessment of other clinical skills in medical education.

Teaching senior oncologists communication skills: results from phase I of a comprehensive longitudinal program in the United Kingdom.

1998 ◽  
Vol 16 (5) ◽  
pp. 1961-1968 ◽  
Author(s):  
L Fallowfield ◽  
M Lipkin ◽  
A Hall
Keyword(s):  
Communication Skills ◽  
Skills Training ◽  
Communication Skills Training ◽  
Psychosocial Needs ◽  
Patient Centered ◽  
Training Time ◽  
Course Content ◽  
Junior Staff ◽  
Key Aspects ◽  
Teaching Programs

PURPOSE To determine the communication difficulties experienced by clinicians in cancer medicine and to develop, implement, and evaluate communication skills training courses. METHODS One hundred seventy-eight senior clinicians attended 1 1/2- or 3-day residential courses designed to enhance skills development, knowledge acquisition, and personal awareness. Course content included structured feedback, video review of interviews, interactive group demonstrations, and discussion in groups of four led by trained facilitators. The main outcomes were self-rated confidence in key aspects of communication, attitudinal shift toward more patient-centered interviewing, perceived changes in personal practice, and initiation of teaching programs for junior staff. RESULTS Less than 35% of the participants had received any previous communications training. Time, experience, and seniority had not improved skills; before the course, oncologists expressed difficulty with 998 different communication issues. Primary problems concerned giving complex information, obtaining informed consent, and handling ethnic and cultural differences. Confidence ratings for key communication areas were significantly improved postcourse (P < .01). Three months postcourse, 95% of the physicians reported significant changes in their practice of medicine. Seventy-five percent had started new teaching initiatives in communication for junior clinicians. Clinicians showed positive shifts in attitude toward patients' psychosocial needs (P=.0002) and were more patient centered (P=.03). The courses were highly rated and 97% would "definitely" recommend them to colleagues. CONCLUSION Oncologists are hampered by inadequate communication skills training and will give up time to correct this. Subjective improvements reported immediately postcourse were maintained at 3 months. Resources for educational initiatives are needed to help both patients and their physicians.

scholarly journals Participative development and evaluation of a communication skills–training program for oncologists—patient perspectives on training content and teaching methods

2021 ◽  
Author(s):  
Nicole Ernstmann ◽  
Hannah Nakata ◽  
Lena Meurer ◽  
Johanna Weiß ◽  
Franziska Geiser ◽  
...  
Keyword(s):  
Cancer Patients ◽  
Communication Skills ◽  
Teaching Methods ◽  
Skills Training ◽  
Communication Skills Training ◽  
Patient Centered ◽  
Face To Face ◽  
Telephone Interviews ◽  
Qualitative Interview Study ◽  
Predominantly Female

Abstract Background Using the 6-step approach to curriculum development for medical education, we developed a communication skills training (CST) curriculum for oncology and evaluated this curriculum from the perspective of cancer patients. Methods We conducted a qualitative interview study with cancer patients, collecting data using semi-structured face-to-face or telephone interviews with a short standardized survey. We fully transcribed the audiotaped interviews and conducted the content analysis using MAXQDA 2020. We analyzed the quantitative sociodemographic data descriptively. Results A total of 22 cancer patients participated, having a mean age of 60.6 (SD, 13.2) years and being predominantly female (55%). The patients believed that the CST curriculum addressed important aspects of patient-centered communication in cancer care. They emphasized the importance of physicians acquiring communication skills to establish a trusting relationship between doctor and patient, show empathy, inform patients, and involve them in treatment decisions. The patients had some doubts concerning the usefulness of strict protocols or checklists (e.g., they feared that protocol adherence might disturb the conversation flow). Discussion Although it was a challenge for some participants to take the perspective of a trainer and comment on the CST content and teaching methods, the patients provided a valuable perspective that can help overcome blind spots in CST concepts.

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