Learning outcomes for communication skills across the health professions: a systematic literature review and qualitative synthesis

Abstract

ObjectiveThe 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.DesignSystematic review and qualitative synthesis.MethodsA 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.Results168 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 seeker's motivation for seeking healthcare),( 3) process skills (eg, respond promptly to a communication partner's questions) and (4) perceptual skills (eg, reflect on own ways of expressing emotion).ConclusionsThis 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.

‘I will never ever go back’: patients’ written narratives of health care communication

“…Although the patient's voice is often lacking in the communication skills education literature, patients are regularly canvassed for their perspectives on health care more broadly . Indeed, health service‐led patient satisfaction surveys, for example, aim to improve the patient experience and form part of hospital accreditation or review .…”

How Residents Learn From Patient Feedback: A Multi-Institutional Qualitative Study of Pediatrics Residents' Perspectives

“…In addition, feedback tools often employ Likert-scale ratings that may be less transparent in allowing residents to assess patient perspectives. 7,[24][25][26][27] While some studies suggest that narrative patient feedback is useful for learners, 28,29 challenges exist to collecting this type of feedback, and residents may benefit from facilitated discussion with faculty. [29][30][31] Studies have found that feedback is more effective in promoting learning and behavior change when delivered after an observed encounter with a trusted source.…”

Evaluation of a Psychoeducational Intervention in the Development of Social and Communication Skills for Incoming Medical Students at a Bilingual University

“…Currently, diff erent medical schools are changing their curriculum in terms of structure, methods and strategies to provide a better skill learning process in the areas of communication and social skills (Al Odhayani & Ratnapalan, 2011). However, the teaching of this group of skills is frequently neglected and rarely integrated into the curriculum and, most of time, these skills are not included during assessment situations or contextualized to practical activities during undergraduate medical school settings (Denniston, Molloy, Nestel, Woodward-Kron, & Keating, 2017;Deveugele, 2015;Pureza, Rusch, Wagner, & Oliveira, 2012).…”