Communication Skills Training Research Articles

Communication Skill Training Levels among Critical Care Doctors in India.

Gopaldas JA, Narayanaswamy N, Chandregowda NP. Communication Skill Training Levels among Critical Care Doctors in India. Indian J Crit Care Med 2023;27(8):567-571.

The impact of effective communication on corporate performance

Along with the smooth transition of our economy from high-speed growth to the coordinated and sustainable high-quality development of the "new normal", business performance management is playing an increasingly important role. As the core of the whole performance management process, effective enterprise communication is of undoubted importance. Enterprise effective communication not only determines the production and operation efficiency of the enterprise, but also holds the development trend of the enterprise. Although many enterprises have realized the importance of effective communication for enterprises, and consciously take enterprise communication as a system and corporate culture, there are still some defects in the actual operation. This paper will explore the relationship between effective communication and enterprise performance, and put forward how to build effective communication from three aspects: clarifying the importance of communication, adopting appropriate communication methods, and strengthening communication skills training for managers, so as to provide theoretical guidance for enterprises to seek effective communication methods and promote enterprises to achieve organizational goals.

The consequences of limited training in disorders of gut-brain interaction: Results from a national survey of gastroenterology trainees in the United Kingdom.

Despite their high prevalence and burden, disorders of gut-brain interaction (DGBI) are undertaught and underrepresented in medical curricula. We evaluated the exposure of UK gastroenterology trainees to DGBI and their comfort managing these conditions. An electronic survey was distributed to trainees via UK training program directors. The survey included questions on stage of training; subspecialty interest; access to DGBI training opportunities, and comfort levels with DGBI diagnosis and management. Responses were compared between junior and senior trainees, by subspecialty interest (luminal and non-luminal), by geographical region, and training program size. One hundred twelve trainees from across the UK participated (21.4% of national training post holders). Exposure to DGBI lectures (32.8% junior vs. 73.3% senior trainees, p = 0.00003) and clinics (9.0% junior vs. 42.2% senior trainees, p = 0.00003), increased with seniority. Regardless of seniority, most trainees were rarely comfortable making a DGBI diagnosis (39.5% senior vs. 33.9% junior trainees, p = 0.69), and were not comfortable initiating neuromodulators (50% senior vs. 25.8% junior trainees, p = 0.08). Trainees without a luminal subspecialty interest (50%) accessed fewer DGBI clinics (p = 0.04), had less communication skills training (p = 0.04) and were less likely to have been observed during DGBI consultations (p = 0.002). Responses were similar across UK regions and did not differ between smaller and larger programs. DGBI training opportunities are limited in UK gastroenterology training across training grades. Most trainees lack confidence with DGBI diagnosis and management. Urgent interventions need to be targeted at all stages of training to ensure DGBI competencies for future gastroenterologists and improve patient outcomes.

Work success and the physician-nurse professional relationship in emergency departments

Background. Considering the importance of physician-nurse relationship in emergency departments and its role in improving the quality of services, patient satisfaction, job success and staff satisfaction, this study was conducted to investigate nurses' attitude about the professional doctor-nurse relationship and career success of the nurses in emergency departments. Methods. This study is a descriptive study in which 197 nurses working in the emergency departments of hospitals affiliated to Tabriz University of Medical Sciences participated. Data collection tools included demographic characteristic; physician-nurse professional communication questionnaire and nurses' career success questionnaire. The collected data were analyzed using descriptive and inferential statistical tests with SPSS ver.21 statistical software. Results. The findings showed that the mean (SD) of the professional physician-nurse relationship from the perspective of participating nurses was 3.07 (0.54). Cooperating dimension with the mean score of 3.34 (0.79) had the highest score and imposing opinions and tasks dimension with the mean score of 2.62 (0.85) had the lowest score. Also, the mean (SD) score of nurses’ career success was 4.21 (0.40) with the highest mean in the dimension of system assistant 4.33 (0.55) and the lowest mean in the effective dimension 4.08 (0.41). Conclusion. Considering the importance of the professional physician-nurse relationship, it is necessary to pay more attention to the effective factors in its promotion by implementing interventions such as professional communication skills training and effective interaction in strengthening the professional relationship of the treatment team. Practical Implications. The results of this study can be used to improve professional communication between health care team members and their work success. As a result, in addition to increasing job satisfaction and improving the psychological condition of personnel, the safety of patients will also be increased and the amount of injuries caused by communication defects will be decreased.

Teaching intercultural communication skills in healthcare to improve care for culturally and linguistically diverse patients

ObjectiveTo provide recommendations for adequately training healthcare providers in intercultural communication skills. DiscussionWe discuss three main recommendations concerning intercultural communication skills training. First, we give an overview of the fundamental skills in which healthcare providers should receive training, such as self-awareness and adaptability. Second, we briefly discuss how such training should be delivered, and focus on different language support methods, including those that work with different types of interpreters and digital tools. Third, we discuss how within-group differences can be taken into account to prevent stereotyping. To illustrate these recommendations, we provide certain examples of existing good practices and interventions. ConclusionIn today’s superdiverse societies, delivering culturally and linguistically sensitive healthcare tailored to the needs, values, and preferences of individual patients is a prerequisite for good quality healthcare communication. To achieve this goal, there is a need for clearer recommendations for affirmative action, guidelines, policy, and support for the topic of diversity sensitivity in healthcare, such as evidence-based interventions, than is currently the case. That is, structural changes on a system level are urgently needed to support healthcare providers to implement diversity sensitivity in their daily clinical work.

Nursing Communication Skills Training: Added Importance During Crises.

During times of crisis, communication serves as an essential component of patient care. An educational program, previously created to provide knowledge and skills to master concepts of communication, was reexamined for usefulness during the COVID-19 pandemic. Surveyed in 2020, past program participants stated that combining listening skills and concepts of emotional intelligence improved their perceived team communication. Nursing requires communication and conflict management education for effectively functioning teams, which proved paramount during the global pandemic.

Penerapan Communication Skill Training pada Pelaksanaan Psikoedukasi Keluarga yang Merawat Klien dengan Hipertensi

This study aims to provide an overview of the application of communication skills training in the implementation of family psychoeducation that treats clients with hypertension. The research method used in this study is a case report which describes and analyzes in depth the benefits of applying family communication methods in caring for clients with hypertension. The results showed that there were changes in healthy lifestyles and an increase in the quality of care for clients with hypertension after implementing communication skill training in the implementation of family psychoeducation. In conclusion, the application of communication skill training in the implementation of family psychoeducation that treats clients with hypertension can improve healthy lifestyles and the quality of health care services for clients with hypertension.
  
 Keywords: Hypertension, Communication Skills, Therapeutic Communication, Psychoeducation

Pharmacists' communication skills with deaf and hard of hearing patients: A needs assessment.

Assess the Saudi pharmacists' perceptions of their responsibilities toward deaf and hard-of-hearing (DHH) patients, their current practices, and their need for communication skills training. A prospective cross-sectional study. Pharmacist and deaf communication questionnaire (PDCQ), a newly structured, validated, pilot-tested, and self-administered online questionnaire, was used to collect data. A total of 303 pharmacists working in the Saudi community and outpatient pharmacies participated in the study. Data were analyzed using SPSS and descriptive statistics were used to describe the study findings. These included Mean ± standard deviation (SD), frequency, and Chi-square tests. Most pharmacists perceived that DHH patients had difficulty correctly understanding their medication instructions. Writing was the most common method used for communication, whereas the unavailability of interpreters and the low reading levels of these patients were the highest barriers to communication. Moreover, most pharmacists believed that they should be skilled at communicating with DHH patients. However, many pharmacists felt that they are not well prepared to communicate with these patients. This research highlights the poor skills, low confidence and low knowledge Saudi pharmacists have about their legal obligations towards DHH patients. In addition, there is paucity of sufficient resources to help pharmacists improve their communication with such patients.

Artificial Intelligence Supporting the Training of Communication Skills in the Education of Health Care Professions: Scoping Review.

Communication is a crucial element of every health care profession, rendering communication skills training in all health care professions as being of great importance. Technological advances such as artificial intelligence (AI) and particularly machine learning (ML) may support this cause: it may provide students with an opportunity for easily accessible and readily available communication training. This scoping review aimed to summarize the status quo regarding the use of AI or ML in the acquisition of communication skills in academic health care professions. We conducted a comprehensive literature search across the PubMed, Scopus, Cochrane Library, Web of Science Core Collection, and CINAHL databases to identify articles that covered the use of AI or ML in communication skills training of undergraduate students pursuing health care profession education. Using an inductive approach, the included studies were organized into distinct categories. The specific characteristics of the studies, methods and techniques used by AI or ML applications, and main outcomes of the studies were evaluated. Furthermore, supporting and hindering factors in the use of AI and ML for communication skills training of health care professionals were outlined. The titles and abstracts of 385 studies were identified, of which 29 (7.5%) underwent full-text review. Of the 29 studies, based on the inclusion and exclusion criteria, 12 (3.1%) were included. The studies were organized into 3 distinct categories: studies using AI and ML for text analysis and information extraction, studies using AI and ML and virtual reality, and studies using AI and ML and the simulation of virtual patients, each within the academic training of the communication skills of health care professionals. Within these thematic domains, AI was also used for the provision of feedback. The motivation of the involved agents played a major role in the implementation process. Reported barriers to the use of AI and ML in communication skills training revolved around the lack of authenticity and limited natural flow of language exhibited by the AI- and ML-based virtual patient systems. Furthermore, the use of educational AI- and ML-based systems in communication skills training for health care professionals is currently limited to only a few cases, topics, and clinical domains. The use of AI and ML in communication skills training for health care professionals is clearly a growing and promising field with a potential to render training more cost-effective and less time-consuming. Furthermore, it may serve learners as an individualized and readily available exercise method. However, in most cases, the outlined applications and technical solutions are limited in terms of access, possible scenarios, the natural flow of a conversation, and authenticity. These issues still stand in the way of any widespread implementation ambitions.

Communication skills in practice vs. communication in the real world: Insights from an international medical student symposium

ObjectiveTo explore and compare medical students’ experiences with communication skills training (CST) in medical education. MethodFive medical students from the U.S., U.K., and Ireland shared their experiences with CST at a 90-minute symposium held at the 2022 International Conference on Communication in Healthcare (ICCH). ResultsStudents identified two areas of CST that may affect their preparedness for real-world clinical practice: 1) the impact of the COVID-19 pandemic on communication teaching and learning, and 2) the need to effectively communicate with diverse patient populations. ConclusionThe COVID-19 pandemic brought major changes to CST, and though training programs varied in their approach, students found that they were able to successfully adapt while gaining valuable skills needed to navigate communicating with patients on virtual platforms. When learning to communicate with patients from diverse backgrounds, students perceived generalized strategies that equipped them with the skills needed to adapt to uncertainty to be the most valuable. Practice implicationsCollaboration between medical schools, both nationally and internationally, provides opportunity to share areas of strength and avenues for improvement in CST. Representation of learner perspectives is essential in order to better understand how well current educational methodologies prepare learners to enter real world clinical practice.

Efficacy of Communication Skill Training on Knowledge and Skill of Nursing Students in Conveying Diagnosis to Patients with Cancer: A Pilot Study Approach

Abstract Introduction Procuring communication skills that enable nurses to be effective yet person-centeredness is increasingly a hallmark of quality cancer care. The growing importance of patient outcomes and experiences in health care may mean that communication skill training is finally getting the attention it so clearly deserves. Objectives The main objectives of the study were to assess the efficacy of communication skill training on knowledge and skills of nursing students in conveying diagnosis to patients with cancer. Materials and Methods Quasi-experimental pretest–posttest with control group research design was adopted for the study. A total of 32 third-year BSc nursing students (intervention group, 16; control group, 16) were selected by nonprobability purposive sampling technique from two selected colleges at Mangaluru. Baseline proforma, self-administered knowledge questionnaire, and breaking bad news assessment schedule were used for data collection. Tools were validated by 11 subject experts. Communication skill training was provided for 8 hours (2 hours of theory and 6 hours of skill training on conveying diagnosis). A blinding method was adopted to assess the skill of the students that enable to avoid subjectivity. Results The mean age of participants in the intervention group was 20.56 and of participants in the control group was 20.94. All participants (100%) of both the intervention and control groups were females. The results showed there was a significant difference found in knowledge scores (t = 8.52, p = 0.000) between the intervention and control groups after the intervention. There was a significant improvement found in conveying diagnosis skills among students between the intervention and control groups in different time periods. There was a slight positive correlation found between pretest knowledge scores and eliciting concerns domain of conveying diagnosis skill (r = 0.57, p = 0.023). Conclusion The study results revealed that communication skill training session was very effective for improving the knowledge and skills of students, and it enables them in providing quality care to patients with cancer through effective communication.

“I don't know if I understood the whole process from the beginning”: A photo-elicitation exploration of the experience of mastectomy and breast reconstruction decision making

ObjectivesPolicy and guidance assume that reconstruction following mastectomy will have physical and psychological benefits, however research has disputed whether this is always the case. This study aimed to explore mastectomy experiences and reconstruction decision making. MethodsSemi-structured interviews about self-curated participant photographs of the breast cancer experience were analysed using interpretative phenomenological analysis (IPA). ResultsThree themes were developed: ‘Life before mastectomy’; ‘I don't know if I understood the whole process from the beginning’; and getting back to ‘normal’. ConclusionsDecisions regarding reconstruction were influenced by needs of others, and surgeons' communication and behaviour and negative experiences were prominent. Over time participants came to terms with physical and psychological impacts of mastectomy reporting re-finding themselves alongside acceptance of their post mastectomy bodies. However, many participants were living with the fear that their cancer may one day return. Communication skills training for healthcare professionals should be a priority to ensure decisions made result in the best possible outcomes for patients. InnovationPhoto-elicitation is a novel research method enabling rich investigation of mastectomy experiences. Self-curation of images enables patient-led discussions about mastectomy experience and illustrates the importance of life context. Photographs may have value within clinical training to facilitate understanding of patient experiences.

Efficacy of an online communication skill training intervention on genetic counseling students’ performance during standardized patient sessions

ObjectiveTo examine the efficacy of a brief, online intervention designed to enhance genetic counseling students’ patient-centered communication. MethodsGenetic counseling students and recent graduates were randomized to two groups following a baseline standardized patient (SP) session: (1) immediate intervention exposure, which consisted of five modules that taught patient-centered communication skills followed by a second SP session, or (2) delayed intervention exposure following completion of the second session. Sessions were coded using the Roter Interaction Analysis System. Short-term efficacy was assessed by comparing communication during the second session between the delayed and immediate intervention exposure groups. Longer-term efficacy was assessed by comparing communication during a third session approximately five weeks later. ResultsDuring the second session, students in the immediate intervention exposure group (n = 18) used more emotionally responsive statements and were more likely to use teach-back than those in the delayed intervention exposure group (n = 23). Students’ emotionally responsive statements decreased among the immediate intervention exposure group during the third session. ConclusionExposure to the intervention was associated with multiple, positive changes to students’ patient-centered communication behavior. Practice implicationsThese time- and resource-efficient modules may be beneficial as an introduction to communication skills training or a supplement to existing training.

Enhancing Nonverbal Communication Through Virtual Human Technology: Protocol for a Mixed Methods Study.

Communication is a critical component of the patient-provider relationship; however, limited research exists on the role of nonverbal communication. Virtual human training is an informatics-based educational strategy that offers various benefits in communication skill training directed at providers. Recent informatics-based interventions aimed at improving communication have mainly focused on verbal communication, yet research is needed to better understand how virtual humans can improve verbal and nonverbal communication and further elucidate the patient-provider dyad. The purpose of this study is to enhance a conceptual model that incorporates technology to examine verbal and nonverbal components of communication and develop a nonverbal assessment that will be included in the virtual simulation for further testing. This study will consist of a multistage mixed methods design, including convergent and exploratory sequential components. A convergent mixed methods study will be conducted to examine the mediating effects of nonverbal communication. Quantitative (eg, MPathic game scores, Kinect nonverbal data, objective structured clinical examination communication score, and Roter Interaction Analysis System and Facial Action Coding System coding of video) and qualitative data (eg, video recordings of MPathic-virtual reality [VR] interventions and student reflections) will be collected simultaneously. Data will be merged to determine the most crucial components of nonverbal behavior in human-computer interaction. An exploratory sequential design will proceed, consisting of a grounded theory qualitative phase. Using theoretical, purposeful sampling, interviews will be conducted with oncology providers probing intentional nonverbal behaviors. The qualitative findings will aid the development of a nonverbal communication model that will be included in a virtual human. The subsequent quantitative strand will incorporate and validate a new automated nonverbal communication behavior assessment into the virtual human simulation, MPathic-VR, by assessing interrater reliability, code interactions, and dyadic data analysis by comparing Kinect responses (system recorded) to manually scored records for specific nonverbal behaviors. Data will be integrated using building integration to develop the automated nonverbal communication behavior assessment and conduct a quality check of these nonverbal features. Secondary data from the MPathic-VR randomized controlled trial data set (210 medical students and 840 video recordings of interactions) were analyzed in the first part of this study. Results showed differential experiences by performance in the intervention group. Following the analysis of the convergent design, participants consisting of medical providers (n=30) will be recruited for the qualitative phase of the subsequent exploratory sequential design. We plan to complete data collection by July 2023 to analyze and integrate these findings. The results from this study contribute to the improvement of patient-provider communication, both verbal and nonverbal, including the dissemination of health information and health outcomes for patients. Further, this research aims to transfer to various topical areas, including medication safety, informed consent processes, patient instructions, and treatment adherence between patients and providers. DERR1-10.2196/46601.

Relationships between undergraduate medical students' attitudes toward communication skills learning and demographics in Zambia: a survey-based descriptive study.

This study aimed to detect relationships between undergraduate students' attitudes toward communication skills learning and demographic variables (such as age, academic year, and gender). Understanding these relationships could provide information for communication skills facilitators and curriculum planners on structuring course delivery and integrating communication skills training into the medical curriculum. The descriptive study involved a survey of 369 undergraduate students from 2 medical schools in Zambia who participated in communication skills training stratified by academic year using the Communication Skills Attitude Scale. Data were collected between October and December 2021 and analyzed using IBM SPSS for Windows version 28.0. One-way analysis of variance revealed a significant difference in attitude between at least 5 academic years. There was a significant difference in attitudes between the 2nd and 5th academic years (t=5.95, P˂0.001). No significant difference in attitudes existed among the academic years on the negative subscale; the 2nd and 3rd (t=3.82, P=0.004), 4th (t=3.61, P=0.011), 5th (t=8.36, P˂0.001), and 6th (t=4.20, P=0.001) academic years showed significant differences on the positive subscale. Age showed no correlation with attitudes. There was a more favorable attitude to learning communication skills among the women participants than among the men participants (P=0.006). Despite positive general attitudes toward learning communication skills, the difference in attitude between the genders, academic years 2 and 5, and the subsequent classes suggest a re-evaluation of the curriculum and teaching methods to facilitate appropriate course structure according to the academic years and a learning process that addressees gender differences.

Early Family Intervention for Youth at Risk for Bipolar Disorder: Psychosocial and Neural Mediators of Outcome.

The impairing neurodevelopmental course of bipolar disorder (BD) suggests the importance of early intervention for youth in the beginning phases of the illness. We report the results of a 3-site randomized trial of family-focused therapy for youth at high-risk (FFT-HR) for BD, and explore psychosocial and neuroimaging variables as mediators of treatment effects. High-risk youth (<18 years) with major depressive disorder or other specified BD, active mood symptoms, and a family history of BD were randomly assigned to 4 months of FFT-HR (psychoeducation, communication and problem-solving skills training) or 4 months of enhanced care psychoeducation. Adjunctive pharmacotherapy was provided by study psychiatrists. Neuroimaging scans were conducted before and after psychosocial treatments in eligible participants. Independent evaluators interviewed participants every 4-6 months over 1-4 years regarding symptomatic outcomes. Among 127 youth (mean 13.2 ± 2.6 years) over a median of 98 weeks, FFT-HR was associated with longer intervals prior to new mood episodes and lower levels of suicidal ideation than enhanced care. Reductions in perceived family conflict mediated the effects of psychosocial interventions on the course of mood symptoms. Among 34 participants with pre-/post-treatment fMRI scans, youth in FFT-HR had (a) stronger resting state connectivity between ventrolateral PFC and anterior default mode network, and (b) increased activity of dorsolateral and medial PFC in emotion processing and problem-solving tasks, compared to youth in enhanced care. FFT-HR may delay new mood episodes in symptomatic youth with familial liability to BD. Putative treatment mechanisms include neural adaptations suggestive of improved emotion regulation.

Implementation study of a novel brief clinician intervention to reduce fear of recurrence in cancer survivors (CIFeR_2 Implementation Study).

e24183 Background: Fear of cancer recurrence (FCR) is prevalent, persistent and a common unmet need. Patients indicate desire to discuss FCR with their oncologists, however most clinicians are not trained to manage FCR. Our team developed a novel clinician-driven educational intervention to help patients manage FCR (the Clinician Intervention to Reduce Fear of Recurrence (CIFeR) intervention). In earlier work, we demonstrated the feasibility, acceptability, and efficacy of CIFeR in reducing FCR in breast cancer patients.1 This study aimed to explore the barriers and facilitators to implementing this low-cost brief intervention within routine oncology practice. Methods: This multicentre, single-arm Phase I/II implementation study recruited medical/radiation oncologists and surgeons who treat women with early-stage breast cancer. Participants completed online CIFeR training on importance of doctor-lead discussions and 5 steps on how to discuss FCR with video demonstration. Participants then incorporated CIFeR in consultations with suitable patients for the next 6 months. Questionnaires were administered at baseline (T1), immediately post-training (T2), then 3 month (T3) and 6 month (T4) after training to assess confidence addressing FCR and implementation outcomes. The primary outcome of CIFeR_2 was adoption (percentage of clinicians who offer CIFeR to at least one patient in routine practice within 3-months after training). Secondary outcomes were clinician self-efficacy in FCR management, perceived acceptability, feasibility, costs, barriers and facilitators of implementation. Results: 52 clinicians (30 medical oncologists, 13 radiation oncologists and 9 surgeons) consented to the study, of whom 35 completed CIFeR training and T2 questionnaires and 28/31 completed T3 and 20/24 completed T4 questionnaires. Mean age was 43±8.6, 75% were female. CIFeR was adopted by 86% of participants, and was utilised on average 4 (range 0-10) times by trained clinicians by T3. Participants reported CIFeR taking on average 7 minutes (range 2-15min) to deliver. CIFeR was deemed acceptable, appropriate and feasibile by participants at T3. Self-efficacy in managing FCR improved significantly across all domains from T1 to T2 (n = 35, p &lt; 0.001). Perceived difficulty with managing FCR decreased from 2.5 to 2.1 (p = 0.009) from T1-T3. Lack of time was the greatest barrier to CIFeR_2 implementation. Conclusions: A structured brief, low-cost clinician intervention to reduce FCR is useful, acceptable and improved self-efficacy with FCR management in clinicians. FCR training should be incorporated in communication skills training of oncologists and surgeons. CIFeR is currently being adapted to address fear of progression in patients with advanced cancer. Liu J, et al (2021) JCO Oncology Practice 17(6):e774-784. Clinical trial information: ACTRN12621001697875 .

Empathic communication skills training: Randomized controlled trial to reduce lung cancer stigma in lung cancer care.

TPS12152 Background: Stigma is commonly experienced by people diagnosed with lung cancer and is often triggered during clinical encounters with their oncology care provider (OCP), particularly associated with routine assessment of smoking history. Lung cancer stigma is associated with gaps in quality of care as well as poorer psychological and physical health-related outcomes for patients. The overall objective of this multi-site national clinical trial is to test whether an OCP-facing training intervention in empathic communication skills (ECS) reduces stigma and distress and promotes patient engagement. Our prior pilot work has demonstrated that the ECS intervention is both feasible and efficacious to reduce stigma during clinical encounters. Methods: This NCI-funded multi-site national trial employs a cluster randomized design comparing usual care (waitlist control) with ECS training (intervention). With outreach and site recruitment support provided by GO2 for Lung Cancer and the American Cancer Society, community oncology sites (n = 16) nationwide will be randomized 1:1 to each arm. 9-11 OCPs will be recruited per site with 6 unique patients per OCP enrolled (total 54-66 patients/site). Statistical analysis will evaluate the effect of ECS training on primary OCP outcomes (e.g., empathic skill uptake) and secondary patient-reported outcomes (e.g., psychological distress). The 2.5 hour ECS training is delivered live using a videoconference platform. The didactic content covers knowledge and consequences of stigma on patients with lung cancer and in-depth review of specific ECS strategies. Participants then engage in experiential small-group role-play sessions with trained patient actors, where they are given tailored feedback by trained facilitators and their peers. Eligible sites must have at least 15 OCPs and clinic volume of at least 20 new patients with lung cancer per month. Eligible OCPs (physicians, NPs and PAs) must currently be treating and conducting outpatient clinic consultations with at least 1 patient with lung cancer per week. Eligible patients must be receiving treatment for lung cancer, English and/or Spanish speaking, currently or formerly smoking, and have had no more than 5 prior visits with the participating OCP. Currently, this trial is open to accrual and has 5 sites across the nation completing paperwork for activation. Clinical trial information: NCT05456841 .

Guidance on C-reactive protein point-of-care testing and complementary strategies to improve antibiotic prescribing for adults with lower respiratory tract infections in primary care.

The world faces the threat of increasing antimicrobial resistance, and there is growing consensus that swift action must be taken to improve the rational use of antibiotics and increase the stewardship of antibiotics to safeguard this key resource in modern healthcare. This paper provides the perspective of an international group of experts on the role of C-reactive protein point-of-care testing (CRP POCT) and other complementary strategies to improve antibiotic stewardship in primary care, with regards to the diagnosis and treatment of adult patients presenting symptoms of lower respiratory tract infections (LRTIs). It provides guidance regarding the clinical assessment of symptoms in combination with C-reactive protein (CRP) results, at the point of care, to support the management decision, and discusses enhanced patient communication and delayed prescribing as complementary strategies to decrease the inappropriate use of antibiotics. Recommendation: CRP POCT should be promoted to improve the identification of adults presenting with symptoms of LRTIs in primary care who might gain additional benefit from antibiotic treatment. Appropriateness of antibiotic use can be maximized when CRP POCT is used together with complementary strategies such as enhanced communication skills training and delayed prescribing in addition to routine safety netting.

The Reality of Training Communication Skills for First-Year Students at Hung Vuong University - Phu Tho

Communication skills are among those of great significance for everyone in general and for students in particular. They are difficult to master, because when it comes to communication, there are countless circumstances that require skillful conduct. In fact, students in general and those from Hung Vuong University in particular have poor communication skills; the communication skills performance among the freshmen are still at low level (average level); many employers are saying that students lack them or have low level, etc. Hence, it is essential to study the current situation of training students on communication skills so that solutions for developing communication skills among students can be brought to light.