How to attain expertise in clinical communication?

Jan C. Wouda*, Harry B. M. van de Wiel

*Corresponding author for this work

Research output: Contribution to journalArticleAcademicpeer-review

3 Citations (Scopus)

Abstract

Several factors complicate the attainment of expertise in clinical communication. Medical curricula and postgraduate training insufficiently provide the required learning conditions of deliberate practice to overcome these obstacles. In this paper we provide recommendations for learning objectives and teaching methods for the attainment of professional expertise in patient education.

Firstly, we propose to use functional learning objectives derived from the goals and strategies of clinical communication. Secondly, we recommend using teaching and assessment methods which: (1) contain stimulating learning tasks with opportunities for immediate feedback, reflection and corrections, and (2) give ample opportunity for repetition, gradual refinements and practice in challenging situations. Video-on-the-job fits these requirements and can be used to improve the competency in patient education of residents and medical staff in clinical practice. However, video-on-the-job can only be successful if the working environment supports the teaching and learning of communication and if medical staff which supervises the residents, is motivated to improve their own communication and didactic skills. (C) 2013 Elsevier Ltd. All rights reserved.

Original languageEnglish
Pages (from-to)213-218
Number of pages6
JournalPaediatric respiratory reviews
Volume14
Issue number4
DOIs
Publication statusPublished - Dec-2013

Keywords

  • Patient education
  • Expertise in clinical communication
  • Deliberate practice
  • Workplace based learning and assessment
  • Video-on-the-job
  • SHARED DECISION-MAKING
  • MEDICAL-STUDENTS
  • HEALTH-CARE
  • PATIENT ADHERENCE
  • PHYSICIAN COMMUNICATION
  • CONSENSUS STATEMENT
  • INTERVIEWING SKILLS
  • UNITED-KINGDOM
  • PERFORMANCE
  • COMPETENCE

Cite this