Google Chat as an Online Innovative, Personalized Communication Skills Training Program

Abstract

Teach communication skills program to practice skills, allow for reflection, and receive feedback from the facilitator. Effective communication is a vital component of the patient-physician relationship, especially when breaking bad news. Numerous models for teaching specific communication skills (CS) have been developed and published. Successful programs have included Oncotalk, a 5-day retreat with small group sessions with feedback from facilitators. The time and financial resources for implementing such programs are resource intensive. Innovation is needed for sustainable program. There are two innovations for this project. One innovation is the use of google chat, (a free online instant messaging program) that allows for role-playing, reflection, and feedback for each learner. After reviewing basics on communication skills, two participants are asked to complete online role play session (one as a patient or family member, another as physician) in “cognitive channel.” The facilitator can observe the conversation online and provide feedback to each. It requires minimal resources (internet access) and can be done at time convenient for participants. Second innovation is “emotional channel” a separate chat that can occur between facilitator and each of the participants (thus each participants have two channels, emotional and cognitive) to provide comments and feedback. The skills model used is based on Oncotalk, a National Cancer Institute–funded 4-day retreat for oncology fellows. The SPIKES methodology for conducting patient interviews and usage of empathetic statements (NURSE) are the core skills practiced in the Google Chats. Using online forms, participants provided descriptive feedback on their experience with Google chat. All respondents agreed or strongly agreed that Google chat can be used for communication learning. In response to the question, “What worked?”, most responses emphasized the benefit of having time to think and reflect on their choice of words. “While there can be a delay in what you are thinking and saying, I feel that is almost necessary in order to truly process everything that is going on,” said one respondent. Respondents also pointed out the usefulness of feedback from both the facilitator and other learners as well as the level of realism that emerged when acting out their own cases. "Incorporate with Conclusion." We believe a learner-focused, innovative, online intervention can improve communication skills education.