scholarly journals A Qualitative Study on Danish Student Pharmacists’ Attitudes Towards and Experience of Communication Skills Training

Pharmacy ◽  
2019 ◽  
Vol 7 (2) ◽  
pp. 48
Author(s):  
Neeltje P. Duijm ◽  
Karin Svensberg ◽  
Casper Larsen ◽  
Sofia Kälvemark Sporrong
Keyword(s):  
Qualitative Study ◽  
Communication Skills ◽  
Skills Training ◽  
Professional Communication ◽  
Communication Skills Training ◽  
Good Communication ◽  
European Student ◽  
Students Attitudes ◽  
Group Interviews ◽  
Key Aspects

As the pharmacy profession evolves, good communication skills are vital for securing the safer and more rational use of medicines. Currently there is a lack of qualitative studies researching European student pharmacists’ and their experience with communication skills training (CST). This qualitative study aimed to fill this gap by exploring Danish student pharmacists’ attitudes towards, and experiences of, CST. Focus group interviews were conducted with a heterogeneous sample of Danish student pharmacists in 2016. Interviews were audio recorded, transcribed verbatim and analyzed inductively. Fifteen students participated in three focus groups. Five categories identified as key aspects were: professional communication vs. normal conversation, motivation to engage in training, how to learn communication skills, experience with CST and universities’ role in teaching communication skills. In conclusion, there were both positive and negative attitudes towards CST among the participants. However, they had little experience with CST. Bloom’s taxonomy of the affective domain and Kolb’s experiential learning model appear to be useful in understanding students’ attitudes towards CST. Pharmacy educators can use this study to structure and improve their CST curricula by knowing what influences students’ attitudes towards CST.

Critical conversations in gynecologic oncology: Pilot study of communication skills training for fellows and advanced practice providers.

2016 ◽  
Vol 34 (26_suppl) ◽  
pp. 29-29
Author(s):  
Carolyn Lefkowits ◽  
Kerri S. Bevis ◽  
Elise Carey ◽  
Robert Arnold ◽  
Lisa Podgurski
Keyword(s):  
Communication Skills ◽  
Skill Acquisition ◽  
Gynecologic Oncology ◽  
Skills Training ◽  
Surgical Oncology ◽  
Simulated Patients ◽  
Communication Skills Training ◽  
Advanced Practice ◽  
Goals Of Care ◽  
Good Communication

29 Background: Good communication is crucial to good patient care. Gynecologic oncology providers often face challenging communication scenarios, including giving serious news and discussing goals of care. Communication skills training (CST) has been shown to improve skill acquisition among providers of multiple specialties, but it has not been described in providers from gynecologic oncology or any surgical oncology specialty. Methods: We conducted a two-day CST workshop, based on the VitalTalk© model, with four faculty members (2 gynecologic oncologists and 2 palliative care physicians) and 10 gynecologic oncology provider participants (5 fellows and 5 advanced practice providers). Using didactics, demonstrations and practice sessions with simulated patients we focused on giving serious news and discussing goals of care. Pre and immediate post-workshop surveys evaluated acceptability of the workshop, perceived impact of preparedness to address challenging communication scenarios and anticipated impact on clinical practice. We compared pre and post-workshop prevalence of score of 4 or 5 out of 5 on a Likert scale for preparedness to handle 14 challenging communication scenarios. Results: Participants reported statistically significant increase in preparedness to handle 13 out of 14 challenging communication scenarios. Among those 13 topics, magnitude of improvement in proportion of participants rating preparedness 4 or 5 out of 5 ranged from 40-100% (all p < 0.05). All participants would recommend the course to others and all strongly agreed that this training should be required of all gynecologic oncology clinicians. Conclusions: Participants felt strongly that the workshop provided high quality education relevant to their practice. As a result of the workshop, participants reported statistically significantly increased preparedness to handle challenging communication scenarios. CST is feasible and has high perceived effectiveness for clinicians in the primarily surgical oncologic specialty of gynecologic oncology.

Communication skills training using virtual reality: A descriptive qualitative study

2020 ◽  
Vol 94 ◽  
pp. 104592
Author(s):  
Shefaly Shorey ◽  
Emily Ang ◽  
Esperanza Debby Ng ◽  
John Yap ◽  
Lydia Siew Tiang Lau ◽  
...  
Keyword(s):  
Virtual Reality ◽  
Qualitative Study ◽  
Communication Skills ◽  
Skills Training ◽  
Communication Skills Training ◽  
Descriptive Qualitative

Teaching senior oncologists communication skills: results from phase I of a comprehensive longitudinal program in the United Kingdom.

1998 ◽  
Vol 16 (5) ◽  
pp. 1961-1968 ◽  
Author(s):  
L Fallowfield ◽  
M Lipkin ◽  
A Hall
Keyword(s):  
Communication Skills ◽  
Skills Training ◽  
Communication Skills Training ◽  
Psychosocial Needs ◽  
Patient Centered ◽  
Training Time ◽  
Course Content ◽  
Junior Staff ◽  
Key Aspects ◽  
Teaching Programs

PURPOSE To determine the communication difficulties experienced by clinicians in cancer medicine and to develop, implement, and evaluate communication skills training courses. METHODS One hundred seventy-eight senior clinicians attended 1 1/2- or 3-day residential courses designed to enhance skills development, knowledge acquisition, and personal awareness. Course content included structured feedback, video review of interviews, interactive group demonstrations, and discussion in groups of four led by trained facilitators. The main outcomes were self-rated confidence in key aspects of communication, attitudinal shift toward more patient-centered interviewing, perceived changes in personal practice, and initiation of teaching programs for junior staff. RESULTS Less than 35% of the participants had received any previous communications training. Time, experience, and seniority had not improved skills; before the course, oncologists expressed difficulty with 998 different communication issues. Primary problems concerned giving complex information, obtaining informed consent, and handling ethnic and cultural differences. Confidence ratings for key communication areas were significantly improved postcourse (P < .01). Three months postcourse, 95% of the physicians reported significant changes in their practice of medicine. Seventy-five percent had started new teaching initiatives in communication for junior clinicians. Clinicians showed positive shifts in attitude toward patients' psychosocial needs (P=.0002) and were more patient centered (P=.03). The courses were highly rated and 97% would "definitely" recommend them to colleagues. CONCLUSION Oncologists are hampered by inadequate communication skills training and will give up time to correct this. Subjective improvements reported immediately postcourse were maintained at 3 months. Resources for educational initiatives are needed to help both patients and their physicians.

Communication skills training in psychiatry

2022 ◽  
pp. 1-12
Author(s):  
Simon Michaelson ◽  
Shireen Rahim
Keyword(s):  
Communication Skills ◽  
Early Stage ◽  
Skills Training ◽  
Complex Interaction ◽  
Communication Skills Training ◽  
Specialist Training ◽  
Clinical Communication ◽  
Good Communication ◽  
Patient Relationships ◽  
Interaction Research

SUMMARY Good communication skills are the basis of all effective doctor–patient relationships, and psychiatrists in particular have to manage many types of complex interaction. Research shows the benefits of communication skills training. This article describes strategies for teaching relevant clinical communication skills to trainee psychiatrists on MRCPsych courses and in local centres. The authors set out a sustainable training framework using higher trainees as tutors. There is a need for more widespread teaching of clinical communication skills in psychiatry and at an early stage of specialist training.

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