Finding common ground: meta-synthesis of communication frameworks found in patient communication, supervision and simulation literature
Abstract Background Effective communication between patients-clinicians, supervisors-learners and facilitators-participants within a simulation is a key priority in health profession education. There is a plethora of frameworks and recommendations to guide communication in each of these contexts, an...
| Main Authors: | , , , , |
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| Format: | Article |
| Language: | English |
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BMC
2020-02-01
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| Series: | BMC Medical Education |
| Subjects: | |
| Online Access: | https://doi.org/10.1186/s12909-019-1922-2 |
| _version_ | 1818665182033870848 |
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| author | Matthew Jon Links Leonie Watterson Peter Martin Stephanie O’Regan Elizabeth Molloy |
| author_facet | Matthew Jon Links Leonie Watterson Peter Martin Stephanie O’Regan Elizabeth Molloy |
| author_sort | Matthew Jon Links |
| collection | DOAJ |
| description | Abstract Background Effective communication between patients-clinicians, supervisors-learners and facilitators-participants within a simulation is a key priority in health profession education. There is a plethora of frameworks and recommendations to guide communication in each of these contexts, and they represent separate discourses with separate communities of practice and literature. Finding common ground within these frameworks has the potential to minimise cognitive load and maximise efficiency, which presents an opportunity to consolidate messages, strategies and skills throughout a communication curriculum and the possibility of expanding the research agenda regarding communication, feedback and debriefing in productive ways. Methods A meta-synthesis of the feedback, debriefing and clinical communication literature was conducted to achieve these objectives. Results Our analysis revealed that the concepts underlying the framework can be usefully categorised as stages, goals, strategies, micro-skills and meta-skills. Guidelines for conversations typically shared a common structure, and strategies aligned with a stage. Core transferrable communication skills (i.e., micro-skills) were identified across various types of conversation, and the major differences between frameworks were related to the way that power was distributed in the conversation and the evolution of conversations along the along the path of redistributing power. As part of the synthesis, an overarching framework “prepare-EMPOWER enact” was developed to capture these shared principles across discourses. Conclusions Adopting frameworks for work-based communication that promote dialogue and empower individuals to contribute may represent an important step towards learner-centred education and person-centred care for patients. |
| first_indexed | 2024-12-17T05:44:34Z |
| format | Article |
| id | doaj.art-3761804df0f941d78bd83aad39f5f646 |
| institution | Directory Open Access Journal |
| issn | 1472-6920 |
| language | English |
| last_indexed | 2024-12-17T05:44:34Z |
| publishDate | 2020-02-01 |
| publisher | BMC |
| record_format | Article |
| series | BMC Medical Education |
| spelling | doaj.art-3761804df0f941d78bd83aad39f5f6462022-12-21T22:01:21ZengBMCBMC Medical Education1472-69202020-02-0120111610.1186/s12909-019-1922-2Finding common ground: meta-synthesis of communication frameworks found in patient communication, supervision and simulation literatureMatthew Jon Links0Leonie Watterson1Peter Martin2Stephanie O’Regan3Elizabeth Molloy4Gold Coast University Hospital and Health ServiceSydney Clinical Skills and Simulation Centre, Royal North Shore Hospital SydneyDeakin University Faculty of Health, School of MedicineSydney Clinical Skills and Simulation Centre, Royal North Shore Hospital SydneyDepartment of Medical Education, University of MelbourneAbstract Background Effective communication between patients-clinicians, supervisors-learners and facilitators-participants within a simulation is a key priority in health profession education. There is a plethora of frameworks and recommendations to guide communication in each of these contexts, and they represent separate discourses with separate communities of practice and literature. Finding common ground within these frameworks has the potential to minimise cognitive load and maximise efficiency, which presents an opportunity to consolidate messages, strategies and skills throughout a communication curriculum and the possibility of expanding the research agenda regarding communication, feedback and debriefing in productive ways. Methods A meta-synthesis of the feedback, debriefing and clinical communication literature was conducted to achieve these objectives. Results Our analysis revealed that the concepts underlying the framework can be usefully categorised as stages, goals, strategies, micro-skills and meta-skills. Guidelines for conversations typically shared a common structure, and strategies aligned with a stage. Core transferrable communication skills (i.e., micro-skills) were identified across various types of conversation, and the major differences between frameworks were related to the way that power was distributed in the conversation and the evolution of conversations along the along the path of redistributing power. As part of the synthesis, an overarching framework “prepare-EMPOWER enact” was developed to capture these shared principles across discourses. Conclusions Adopting frameworks for work-based communication that promote dialogue and empower individuals to contribute may represent an important step towards learner-centred education and person-centred care for patients.https://doi.org/10.1186/s12909-019-1922-2CommunicationSkillsEducationTrainingSupervisionSimulation |
| spellingShingle | Matthew Jon Links Leonie Watterson Peter Martin Stephanie O’Regan Elizabeth Molloy Finding common ground: meta-synthesis of communication frameworks found in patient communication, supervision and simulation literature BMC Medical Education Communication Skills Education Training Supervision Simulation |
| title | Finding common ground: meta-synthesis of communication frameworks found in patient communication, supervision and simulation literature |
| title_full | Finding common ground: meta-synthesis of communication frameworks found in patient communication, supervision and simulation literature |
| title_fullStr | Finding common ground: meta-synthesis of communication frameworks found in patient communication, supervision and simulation literature |
| title_full_unstemmed | Finding common ground: meta-synthesis of communication frameworks found in patient communication, supervision and simulation literature |
| title_short | Finding common ground: meta-synthesis of communication frameworks found in patient communication, supervision and simulation literature |
| title_sort | finding common ground meta synthesis of communication frameworks found in patient communication supervision and simulation literature |
| topic | Communication Skills Education Training Supervision Simulation |
| url | https://doi.org/10.1186/s12909-019-1922-2 |
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