Abstract
BackgroundEffective 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.MethodsA meta-synthesis of the feedback, debriefing and clinical communication literature was conducted to achieve these objectives.ResultsOur 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.ConclusionsAdopting 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.
Highlights
Effective communication between patients-clinicians, supervisors-learners and facilitators-participants within a simulation is a key priority in health profession education
Medical schools and colleges have responded to these challenges by embedding communication education into integrated curricula [5, 6] One model for an integrated communication curriculum is referred to as a spiral curriculum [7], and as learners come to communication tasks, they can revisit and reinforce knowledge obtained from previous tasks in a helical learning pattern
Such a model is enhanced by a consistent approach to communication education, though this has been difficult to achieve far, which is primarily due to substantial heterogeneity and limitations associated with published research
Summary
Effective communication between patients-clinicians, supervisors-learners and facilitators-participants within a simulation is a key priority in health profession education. Medical schools and colleges have responded to these challenges by embedding communication education into integrated curricula [5, 6] One model for an integrated communication curriculum is referred to as a spiral curriculum [7], and as learners come to communication tasks, they can revisit and reinforce knowledge obtained from previous tasks in a helical learning pattern. Such a model is enhanced by a consistent approach to communication education, though this has been difficult to achieve far, which is primarily due to substantial heterogeneity and limitations associated with published research. We believe that examining approaches’ shared properties across contexts provides an opportunity to teach common messages and reinforce core values and strategies as learners move through their lifelong education
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