‘I still have no idea why this patient was here’: An exploration of the difficulties GP trainees experience when gathering information

Giroldi, Esther; Veldhuijzen, Wemke; Leve, Tijme de; Bueving, Herman; Vleuten, Cees van der

doi:10.1016/j.pec.2015.03.018

Cited by 7 publications

(4 citation statements)

References 28 publications

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“…Hence, the studies’ findings are mutually reinforcing: both stress the value of repeated practice and reflection to ensure that communication strategies are integrated into the learners’ personal repertoire. Similarly, both studies reiterate the importance of revisiting the learner’s frame of reference, as did our previous study which explored communication issues encountered by trainees (Giroldi et al 2015 ). At the same time, we observe that our findings overlap considerably with generic models of reflective learning, such as the learning cycles of Korthagen et al ( 2001 ).…”

Section: Discussionsupporting

confidence: 59%

Developing skilled doctor–patient communication in the workplace: a qualitative study of the experiences of trainees and clinical supervisors

Giroldi

Veldhuijzen

Geelen

et al. 2017

Adv in Health Sci Educ

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To inform the development of recommendations to facilitate learning of skilled doctor–patient communication in the workplace, this qualitative study explores experiences of trainees and supervisors regarding how trainees learn communication and how supervisors support trainees’ learning in the workplace. We conducted a qualitative study in a general practice training setting, triangulating various sources of data to obtain a rich understanding of trainees and supervisors’ experiences: three focus group discussions, five discussions during training sessions and five individual interviews. Thematic network analysis was performed during an iterative process of data collection and analysis. We identified a communication learning cycle consisting of six phases: impactful experience, change in frame of reference, identification of communication strategies, experimentation with strategies, evaluation of strategies and incorporation into personal repertoire. Supervisors supported trainees throughout this process by creating challenges, confronting trainees with their behaviour and helping them reflect on its underlying mechanisms, exploring and demonstrating communication strategies, giving concrete practice assignments, creating safety, exploring the effect of strategies and facilitating repeated practice and reflection. Based on the experiences of trainees and supervisors, we conclude that skilled communication involves the development of a personal communication repertoire from which learners are able to apply strategies that fit the context and their personal style. After further validation of our findings, it may be recommended to give learners concrete examples, opportunities for repeated practise and reflection on personal frames of reference and the effect of strategies, as well as space for authenticity and flexibility. In the workplace, the clinical supervisor is able to facilitate all these essential conditions to support his/her trainee in becoming a skilled communicator.

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Section: Discussionsupporting

confidence: 59%

Developing skilled doctor–patient communication in the workplace: a qualitative study of the experiences of trainees and clinical supervisors

Giroldi

Veldhuijzen

Geelen

et al. 2017

Adv in Health Sci Educ

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“…Adequate cue-recognition has been shown to be particularly important because what is experienced as reassuring by patients largely depends on patients' specific worrying cognitions [8]. The wide variety of cues identified in this study has again confirmed the context-specific nature of medical communication in daily practice [34][35][36], as well as the need for doctors to be able to recognise and understand the specific context at hand and adjust their communication approach accordingly [37][38][39][40].…”

Section: Main Findings In Relation To the Literaturementioning

confidence: 56%

How doctors recognise that their patients are worried: A qualitative study of patient cues

Giroldi

Timmerman

Veldhuijzen

et al. 2020

Patient Education and Counseling

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“…Bisher wird dieser täglichen Herausforderung nicht ausreichend Rechnung getragen. Sei es, dass konkrete Handlungsrichtlinien fehlen oder bestimmten Inhalten nicht vollumfänglich in den Aus- und Weiterbildungen Rechnung getragen wird 7 , 14 , obschon laut einer Studie in Hausarztpraxen etwa 14 % der Konsultationen ein soziales, nicht krankheitsbedingtes Problem zugrunde liegt 11 . Allerdings kann von deutlich höheren Prävalenzraten ausgegangen werden, wenn soziale Probleme zudem als Begleitumstände einer Konsultation betrachtet werden.…”

Section: Hintergrundunclassified

Psychosoziale Themen in der Hausarztpraxis

Schmitz,

Rothermund,

Bekavac-Günther

et al. 2023

Nervenheilkunde

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ZUSAMMENFASSUNG Hintergrund Seit Jahrzehnten nimmt der psychosoziale Behandlungs- und Interventionsbedarf im hausärztlichen Setting zu. Insbesondere als schwierig empfundene Interaktionsstile sowie tabuisierte psychosoziale Probleme stellen Hausärzte häufig vor Herausforderungen. Ziel der Arbeit In dieser Arbeit beschreiben wir den inhaltlichen Hintergrund, die Umsetzung und erste Evaluationsschritte zweier sich ergänzender CME-zertifizierter Online-Fortbildungsangebote für Hausärzte sowie Ärzte in Weiterbildung Allgemeinmedizin (ÄiW AM), die diesen Umstand adressieren. Material und Methoden Während das Skillslab Heidelberg einen besonderen Fokus auf die interaktionellen Stile von Patienten legt, fokussiert das Projekt BASEpro Ulm auf den Umgang mit tabuisierten psychosozialen Problemen. In beiden Projekten wurden vorab online Bedarfsanalysen durchgeführt. Ergebnisse Die Online-Bedarfsanalyse des Standorts Heidelberg (N = 54) zeigte den Wunsch nach einem verbesserten Störungswissen und Kommunikationstechniken auf. Die Online-Bedarfsanalyse des Standorts Ulm (qualitative Interviews N = 15; quantitative Befragung N = 117) ergaben insbesondere Unterstützungsbedarf bei der Identifikation tabuisierter psychosozialer Probleme und konkreten Handlungskompetenzen. Die Rückmeldungen zu den beiden Online-Fortbildungen (N = 60 und N = 200) fielen positiv aus. Die Abschlussevaluationen und Wirksamkeitsuntersuchungen werden derzeit vorgenommen. Diskussion Die praktischen Erfahrungen und Rückmeldungen der beiden Online-Fortbildungen zeigen das Potenzial für die medizinische Fort- und Weiterbildung auf. Da in den bestehenden Online-Fortbildungen nur ausgewählte Themen und Problemlagen aufgegriffen werden konnten, werden inhaltliche Ausweitungen angestrebt. Anmeldungen sind weiterhin kostenlos möglich.

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‘I still have no idea why this patient was here’: An exploration of the difficulties GP trainees experience when gathering information

Cited by 7 publications

References 28 publications

Developing skilled doctor–patient communication in the workplace: a qualitative study of the experiences of trainees and clinical supervisors

Developing skilled doctor–patient communication in the workplace: a qualitative study of the experiences of trainees and clinical supervisors

How doctors recognise that their patients are worried: A qualitative study of patient cues

Psychosoziale Themen in der Hausarztpraxis

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