Teaching and Learning Communication Skills in Medicine

Kurtz, Suzanne; Silverman, Jonathan; Draper, Juliet; Dalen, Jan van; Platt, Frederic W.

doi:10.1201/9781315378398

Cited by 313 publications

(291 citation statements)

References 0 publications

Supporting

Mentioning

254

Contrasting

Unclassified

Order By: Relevance

“…[13][14][15] Strategies to encourage reflective practice in the context of ICC skills training may be more successful than overt attempts to change attitudes. [174] A skill-based approach may therefore be less threatening than a theory-based approach and can be reinforced by assessment of competencies and behavior.…”

Section: Discussionmentioning

confidence: 99%

Factors influencing intercultural doctor–patient communication: A realist review

Paternotte

Dulmen

Lee

et al. 2015

Patient Education and Counseling

128

View full text Add to dashboard Cite

show abstract

Section: Discussionmentioning

confidence: 99%

Factors influencing intercultural doctor–patient communication: A realist review

Paternotte

Dulmen

Lee

et al. 2015

Patient Education and Counseling

128

View full text Add to dashboard Cite

show abstract

“…A rich literature supports the use of learner-centered techniques, specifically attention to affect, and skills-based exercises for teaching communication skills to physicians 15. In all of these techniques, the focus is on teaching behaviours and skills rather than the simple provision of knowledge 16.…”

Section: Methodsological Foundationmentioning

confidence: 99%

EM Talk: communication skills training for emergency medicine patients with serious illness

Grudzen

Emlet

Kuntz

et al. 2016

BMJ Support Palliat Care

View full text Add to dashboard Cite

The emergency department visit for a patient with serious illness represents a sentinel event, signalling a change in the illness trajectory. By better understanding patient and family wishes, emergency physicians can reinforce advance care plans and ensure the hospital care provided matches the patient's values. Despite their importance in care at the end of life, emergency physicians have received little training on how to talk to seriously ill patients and their families about goals of care. To expand communication skills training to emergency medicine, we developed a programme to give emergency medicine physicians the ability to empathically deliver serious news and to talk about goals of care. We have built on lessons from prior studies to design an intervention employing the most effective pedagogical techniques, including the use of simulated patients/families, role-playing and small group learning with constructive feedback from master clinicians. Here, we describe our evidence-based communication skills training course EM Talk using simulation, reflective feedback and deliberate practice.

show abstract

“…[22][23][24][25][26][27][28][29] These previous efforts varied in terms of length of instruction, teaching modality, and the year of the students enrolled in the curriculum, but all emphasized experiential learning methods, which have been previously established as crucial to the effective teaching of communication skills. 30 Our study is an effort to demonstrate the feasibility and effectiveness of an enhanced MI curriculum within a required 4-week Family Medicine clerkship at Georgetown University School of Medicine. Although previous research in this area has shown that standardized patient evaluation, 24-29 video recording methods, 22,29 and role-play exercises 22,24,26,28,29 are effective components of MI curricula and its evaluation, only one comparable intervention has incorporated all three of these methods.…”

mentioning

confidence: 99%