Interactional skills training in undergraduate medical education: ten principles for guiding future research
Abstract Background High-quality healthcare requires practitioners who have technical competence and communication skills. Medical practitioners need interpersonal skills for gathering and transferring information to their patients, in addition to general consultation skills. Appropriate information...
| Main Authors: | , , , , , |
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| Format: | Article |
| Language: | English |
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BMC
2019-05-01
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| Series: | BMC Medical Education |
| Subjects: | |
| Online Access: | http://link.springer.com/article/10.1186/s12909-019-1566-2 |
| _version_ | 1819039078108102656 |
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| author | Rob Sanson-Fisher Breanne Hobden Mariko Carey Lisa Mackenzie Lisa Hyde Jan Shepherd |
| author_facet | Rob Sanson-Fisher Breanne Hobden Mariko Carey Lisa Mackenzie Lisa Hyde Jan Shepherd |
| author_sort | Rob Sanson-Fisher |
| collection | DOAJ |
| description | Abstract Background High-quality healthcare requires practitioners who have technical competence and communication skills. Medical practitioners need interpersonal skills for gathering and transferring information to their patients, in addition to general consultation skills. Appropriate information gathering increases the likelihood of an accurate diagnosis. Transferring information should be performed in a way that promotes patient understanding and increases the probability of adherence to physician recommendations. This applies to: (i) primary prevention such as smoking cessation; (ii) secondary prevention including preparation for potentially threatening interventions; and (iii) tertiary care, including breaking bad news regarding treatment and prognosis. Discussion This debate paper delineates factors associated with undergraduate medical communication skills training where robust research is needed. Ten key principles are presented and discussed, which are intended to guide future research in this field and ensure high quality studies with methodological rigour are conducted. Summary The literature on communication skills training for medical school undergraduates continues to grow. A considerable portion of this output is represented by commentaries, descriptive studies or poorly designed interventions. As with any field of healthcare, quality research interventions are required to ensure practice is grounded in high-level evidence. |
| first_indexed | 2024-12-21T08:47:29Z |
| format | Article |
| id | doaj.art-69baee7fcf0b436f8b23d3aea2f6d30c |
| institution | Directory Open Access Journal |
| issn | 1472-6920 |
| language | English |
| last_indexed | 2024-12-21T08:47:29Z |
| publishDate | 2019-05-01 |
| publisher | BMC |
| record_format | Article |
| series | BMC Medical Education |
| spelling | doaj.art-69baee7fcf0b436f8b23d3aea2f6d30c2022-12-21T19:09:47ZengBMCBMC Medical Education1472-69202019-05-011911710.1186/s12909-019-1566-2Interactional skills training in undergraduate medical education: ten principles for guiding future researchRob Sanson-Fisher0Breanne Hobden1Mariko Carey2Lisa Mackenzie3Lisa Hyde4Jan Shepherd5Health Behaviour Research Collaborative, School of Medicine and Public Health, Faculty of Health and Medicine, University of NewcastleHealth Behaviour Research Collaborative, School of Medicine and Public Health, Faculty of Health and Medicine, University of NewcastleHealth Behaviour Research Collaborative, School of Medicine and Public Health, Faculty of Health and Medicine, University of NewcastleHealth Behaviour Research Collaborative, School of Medicine and Public Health, Faculty of Health and Medicine, University of NewcastleHealth Behaviour Research Collaborative, School of Medicine and Public Health, Faculty of Health and Medicine, University of NewcastleHealth Behaviour Research Collaborative, School of Medicine and Public Health, Faculty of Health and Medicine, University of NewcastleAbstract Background High-quality healthcare requires practitioners who have technical competence and communication skills. Medical practitioners need interpersonal skills for gathering and transferring information to their patients, in addition to general consultation skills. Appropriate information gathering increases the likelihood of an accurate diagnosis. Transferring information should be performed in a way that promotes patient understanding and increases the probability of adherence to physician recommendations. This applies to: (i) primary prevention such as smoking cessation; (ii) secondary prevention including preparation for potentially threatening interventions; and (iii) tertiary care, including breaking bad news regarding treatment and prognosis. Discussion This debate paper delineates factors associated with undergraduate medical communication skills training where robust research is needed. Ten key principles are presented and discussed, which are intended to guide future research in this field and ensure high quality studies with methodological rigour are conducted. Summary The literature on communication skills training for medical school undergraduates continues to grow. A considerable portion of this output is represented by commentaries, descriptive studies or poorly designed interventions. As with any field of healthcare, quality research interventions are required to ensure practice is grounded in high-level evidence.http://link.springer.com/article/10.1186/s12909-019-1566-2Communication skillsEvidence-based medicineUndergraduateMedical education researchBest evidence medical education |
| spellingShingle | Rob Sanson-Fisher Breanne Hobden Mariko Carey Lisa Mackenzie Lisa Hyde Jan Shepherd Interactional skills training in undergraduate medical education: ten principles for guiding future research BMC Medical Education Communication skills Evidence-based medicine Undergraduate Medical education research Best evidence medical education |
| title | Interactional skills training in undergraduate medical education: ten principles for guiding future research |
| title_full | Interactional skills training in undergraduate medical education: ten principles for guiding future research |
| title_fullStr | Interactional skills training in undergraduate medical education: ten principles for guiding future research |
| title_full_unstemmed | Interactional skills training in undergraduate medical education: ten principles for guiding future research |
| title_short | Interactional skills training in undergraduate medical education: ten principles for guiding future research |
| title_sort | interactional skills training in undergraduate medical education ten principles for guiding future research |
| topic | Communication skills Evidence-based medicine Undergraduate Medical education research Best evidence medical education |
| url | http://link.springer.com/article/10.1186/s12909-019-1566-2 |
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