Best practices on team communication: interprofessional practice in oncology

Abstract

Purpose of reviewGood communication is the cornerstone of interprofessional care teams providing optimized quality patient care. Over the last decade, advances in technology have provided tools to improve communication; however, opportunities still exist for innovation and implementation. Recent findingsThe literature suggests that interprofessional education and assessment of team communication are fundamental in supporting collaborative care. The literature favours an interactive, team-based approach (e.g. simulation) to learning about communication, in which communication competencies and behaviours are practiced explicitly in an open, feedback-rich environment. SummaryKey elements of excellence in communication are embedded in three priority recommendations: first, the team must adopt a practice strategy that leverages accessible and timely communication second, the team must be open to initial and ongoing training within the domain of 'effective communication' third, communication must be the cornerstone to producing a high-performing team that will provide the best care possible.

Creativity, Critical Thinking, Communication, and Collaboration: Assessment, Certification, and Promotion of 21st Century Skills for the Future of Work and Education

“…Communication must therefore become a priority in the training of students, beyond the sectors in which it is already known as essential (e.g., in medicine, nursing, engineering, etc. ; Bourke et al 2021 ; D’Alimonte et al 2019 ; Peddle et al 2018 ; Riemer 2007 ), and also through professional development ( Jackson 2014 ). Training programs involving, for example, communication theory classes ( Kruijver et al 2000 ) and self-assessment tools that can be used in specific situations ( Curtis et al 2013 ; Rider and Keefer 2006 ) have had convincingly positive results.…”

“…Training programs involving, for example, communication theory classes ( Kruijver et al 2000 ) and self-assessment tools that can be used in specific situations ( Curtis et al 2013 ; Rider and Keefer 2006 ) have had convincingly positive results. The literature suggests that interactive approaches in small groups, in which competencies are practiced explicitly in an open and feedback-safe environment, are more effective ( Bourke et al 2021 ; D’Alimonte et al 2019 ; AbuSeileek 2012 ; Fryer-Edwards et al 2006 ). These can take different forms: project-based work, video reviews, simulation or role-play games (see Hathaway et al 2022 for a review; Schlegel et al 2012 ).…”

Like Frying Multiple Eggs in One Pan: a Qualitative Study Exploring the Understanding of Inter-speciality Training in Cancer Care

“…Oncology HCPs reported feeling comfortable in their professions and specialties but showed a lack of understanding on the roles of other HCPs, thereby failing to offer an inter-speciality approach to people affected by cancer. This separation of professions has been caused by the separate education and training they receive in their disciplines with little opportunity to work together out of the day-to-day clinical setting [15,16].…”

Physiotherapists' training in oncology rehabilitation from entry‐level to advanced education: A qualitative study

“…Thus, our participants pictured a master's degree with healthcare professionals other than physiotherapists to foster knowledge exchange among those working in the oncology field. Collaboration with other healthcare professionals in a master's degree could also allow for implementing different soft skills (e.g., communication, relationship, organisational and managerial) (D’Alimonte et al., 2019). Several international healthcare professional organisations promoted interprofessional education as part of redesigned healthcare systems (van Diggele, Roberts, Burgess, & Mellis, 2020) and educational accreditation standards (Chartered Society of Physiotherapy, 2023; Commission on Accreditation in Physical Therapy Education, 2023; Grymonpre et al., 2021).…”

“…Therefore, students should be equipped with the knowledge and ability to integrate effectively the physical communication conveyed through their hands (“the power of hands”) with effective verbal communication (“the power of words”) (Geri et al., 2019; Testa & Rossettini, 2016). However, they also need to possess the ability to effectively collaborate and communicate with other healthcare professionals and caregivers (D’Alimonte, McLaney, & di Prospero, 2019). The oncology rehabilitation curriculum should facilitate the development of a shared language among various healthcare practitioners to promote comprehensive patient care (Knoop et al., 2017).…”