Learning outcomes for communication skills across the health professions: a systematic literature review and qualitative synthesis.
Charlotte Denniston,Elizabeth Molloy,Elizabeth Molloy,Debra Nestel,Debra Nestel,Robyn Woodward-Kron,Jennifer Lyn Keating +6 more
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TLDR
This study provides a list of 205 communication skills learning outcomes that provide a foundation for further research and educational design in communication education across the health professions.Abstract:
Objective The aim of this study was to identify and analyse communication skills learning outcomes via a systematic review and present results in a synthesised list. Summarised results inform educators and researchers in communication skills teaching and learning across health professions. Design Systematic review and qualitative synthesis. Methods A systematic search of five databases (MEDLINE, PsycINFO, ERIC, CINAHL plus and Scopus), from first records until August 2016, identified published learning outcomes for communication skills in health professions education. Extracted data were analysed through an iterative process of qualitative synthesis. This process was guided by principles of person centredness and an a priori decision guide. Results 168 papers met the eligibility criteria; 1669 individual learning outcomes were extracted and refined using qualitative synthesis. A final refined set of 205 learning outcomes were constructed and are presented in 4 domains that include: (1) knowledge (eg, describe the importance of communication in healthcare), (2) content skills (eg, explore a healthcare seeker9s motivation for seeking healthcare),( 3) process skills (eg, respond promptly to a communication partner9s questions) and (4) perceptual skills (eg, reflect on own ways of expressing emotion). Conclusions This study provides a list of 205 communication skills learning outcomes that provide a foundation for further research and educational design in communication education across the health professions. Areas for future investigation include greater patient involvement in communication skills education design and further identification of learning outcomes that target knowledge and perceptual skills. This work may also prompt educators to be cognisant of the quality and scope of the learning outcomes they design and their application as goals for learning.read more
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Positive Outcomes of a Comprehensive Health Literacy Communication Training for Health Professionals in Three European Countries: A Multi-centre Pre-post Intervention Study.
Marise S Kaper,Andrea F. de Winter,Roberta Bevilacqua,Cinzia Giammarchi,Anne McCusker,Jane Sixsmith,Jaap A R Koot,Sijmen A. Reijneveld +7 more
TL;DR: In three countries, professionals’ self-rated health literacy competencies increased following this comprehensive training, and the strongest increase regarded professional’s skills to enhance shared-decision making and enabling self-management after training and follow-up respectively.
Journal Article
UK consensus statement on the content of communication curricula in undergraduate medical education. Commentaries
Gregory Makoul,Paul Richard Kinnersley,John Spencer,Martin von Fragstein,Jonathan Silverman,Annie Gushing,Sally Quilligan,Helen Salisbury,Connie Wiskin +8 more
TL;DR: The UK Council of Clinical Communication Skills Teaching in Undergraduate Medical Education as mentioned in this paper has developed a consensus statement to support the development and integration of teaching, learning and assessment of clinical communication.
Journal ArticleDOI
Perception Versus Reality: The Use of Teach Back by Medical Residents.
Iris Feinberg,Michelle Mavreles Ogrodnick,Robert C Hendrick,Kimberly Bates,Kevin Johnson,Bingyan Wang +5 more
TL;DR: Results from this pilot study identified three important observations that may be critical to improving health-literate physician communication: residents believe they are using TB in the clinic for many patients; use of TB was discordantly low at 2.5%; and a single 1-hour skills training intervention dramatically increased TB use to 53%.
Journal ArticleDOI
How Residents Learn From Patient Feedback: A Multi-Institutional Qualitative Study of Pediatrics Residents' Perspectives
Alyssa L. Bogetz,Nicola M. Orlov,Rebecca Blankenburg,Vasudha Bhavaraju,Alisa McQueen,Caroline E. Rassbach +5 more
TL;DR: Focus groups with a purposive sample of pediatrics residents after their participation in a randomized controlled trial found that discussing patient feedback with faculty provided important scaffolding to enhance residents' openness to and reflection on patient feedback.
References
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