1
|
Solstad K, Kamrath H, Meiers S, Goloff N, Scheurer JM. Pediatric End-of-Life Simulation Workshop to Clinical Care: Lasting Implications on Clinical Practice. Palliat Med Rep 2024; 5:136-141. [PMID: 38560746 PMCID: PMC10979662 DOI: 10.1089/pmr.2023.0065] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 01/02/2024] [Indexed: 04/04/2024] Open
Abstract
Background Simulations are an important modality for practicing high-acuity, low-frequency events. We implemented a deliberate practice simulation-based workshop to improve pediatric end-of-life care skills (PECS) competence. Purpose To understand pediatric subspecialty fellows' perceptions about influences of a simulation-based workshop on PECS provided at the bedside several months following participation. Methods Pediatric subspecialty fellows were recruited to voluntary focus groups during regular educational sessions six months following PECS workshop participation with aims to identify perceptions about their workshop participation and any implication on their clinical practice. Inductive qualitative content analysis of focus group interview data was performed adhering to the Standards for Reporting Qualitative Research. Results Ten fellows participated in one of three focus groups. Researchers identified three major themes of fellow experience: burden, safe practice space, and self-efficacy. Fellows described practice implications from workshop participation, including incorporation of specific practices, improved anticipatory guidance, and increased team leader confidence. Conclusions Targeted, deliberate simulation-based practice of PECS can help close the gap from learning to practice, contributing to provider self-efficacy and potentially improving clinical care for pediatric patients and families at end of life.
Collapse
Affiliation(s)
- Kayla Solstad
- Department of Pediatrics, University of Minnesota Medical School, Minneapolis, Minnesota, USA
| | - Heidi Kamrath
- Department of Pediatrics, University of Minnesota Medical School, Minneapolis, Minnesota, USA
- Neonatology, Children's Minnesota, Saint Paul, Minnesota, USA
| | - Sonja Meiers
- Department of Nursing, University of Wisconsin-Eau Claire, Eau Claire, Wisconsin, USA
| | - Naomi Goloff
- Department of Pediatrics, McGill University, Montreal, Quebec, Canada
- Department of Pediatrics, Faculty of Medicine and Health Sciences, Institute of Health Sciences Education, McGill University, Montreal, Quebec, Canada
| | - Johannah M. Scheurer
- Department of Pediatrics, University of Minnesota Medical School, Minneapolis, Minnesota, USA
| |
Collapse
|
2
|
Rahim KA, Lakhdir MPA, Afzal N, Merchant AAH, Shaikh NQ, Noorali AA, Tariq U, Ahmad R, Bakhshi SK, Mahmood SBZ, Khan MR, Tariq M, Haider AH. Leveraging the vantage point - exploring nurses' perception of residents' communication skills: a mixed-methods study. BMC MEDICAL EDUCATION 2023; 23:148. [PMID: 36869344 PMCID: PMC9985286 DOI: 10.1186/s12909-023-04114-6] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 09/30/2022] [Accepted: 02/17/2023] [Indexed: 06/18/2023]
Abstract
INTRODUCTION Effective communication is key to a successful patient-doctor interaction and improved healthcare outcomes. However, communication skills training in residency is often subpar, leading to inadequate patient-physician communication. There is a dearth of studies exploring the observations of nurses - key members of healthcare teams with a special vantage point to observe the impact of residents' communication with patients. Thus, we aimed to gauge the perceptions of nurses regarding residents' communication skills expertise. METHODS This study employed a sequential mixed-methods design, and was conducted at an academic medical center in South Asia. Quantitative data was collected via a REDCap survey using a structured validated questionnaire. Ordinal logistic regression was applied. For qualitative data, In-depth interviews were conducted with nurses using a semi-structured interview guide. RESULTS A total of 193 survey responses were obtained from nurses hailing from various specialties including Family Medicine (n = 16), Surgery (n = 27), Internal Medicine (n = 22), Pediatrics (n = 27), and Obstetrics/Gynecology (n = 93). Nurses rated long working hours, infrastructural deficits, and human failings as the main barriers to effective patient-resident communication. Residents working in in-patient settings were more likely to have inadequate communication skills (P-value = 0.160). Qualitative data analysis of nine in-depth interviews revealed two major themes: existing status-quo of residents' communication skills (including deficient verbal and non-verbal communication, bias in patient counselling and challenging patients) and recommendations for improving patient-resident communication. CONCLUSION The findings from this study highlight significant gaps in patient-resident communication from the perception of nurses and identify the need for creating a holistic curriculum for residents to improve patient-physician interaction.
Collapse
Affiliation(s)
- Komal Abdul Rahim
- Dean's Office, Medical College, Aga Khan University, Stadium Road, P. O. Box 3500, Karachi, 74800, Pakistan.
- Department of Community Health Sciences, Aga Khan University, Stadium Road, P. O. Box 3500, Karachi, 74800, Pakistan.
- Internal Medicine, Aga Khan University, Stadium Road, P. O. Box 3500, Karachi, 74800, Pakistan.
| | - Maryam Pyar Ali Lakhdir
- Department of Community Health Sciences, Aga Khan University, Stadium Road, P. O. Box 3500, Karachi, 74800, Pakistan
| | - Noreen Afzal
- Dean's Office, Medical College, Aga Khan University, Stadium Road, P. O. Box 3500, Karachi, 74800, Pakistan
| | | | - Namra Qadeer Shaikh
- Dean's Office, Medical College, Aga Khan University, Stadium Road, P. O. Box 3500, Karachi, 74800, Pakistan
| | - Ali Aahil Noorali
- Dean's Office, Medical College, Aga Khan University, Stadium Road, P. O. Box 3500, Karachi, 74800, Pakistan
| | - Umar Tariq
- Medical College, Aga Khan University, Karachi, Pakistan
| | - Rida Ahmad
- Dean's Office, Medical College, Aga Khan University, Stadium Road, P. O. Box 3500, Karachi, 74800, Pakistan
| | - Saqib Kamran Bakhshi
- Dean's Office, Medical College, Aga Khan University, Stadium Road, P. O. Box 3500, Karachi, 74800, Pakistan
- Medical College, Aga Khan University, Karachi, Pakistan
| | - Saad Bin Zafar Mahmood
- Dean's Office, Medical College, Aga Khan University, Stadium Road, P. O. Box 3500, Karachi, 74800, Pakistan
| | | | | | - Adil H Haider
- Medical College, Aga Khan University, Karachi, Pakistan
| |
Collapse
|
3
|
Porter AS, Woods C, Kaye EC. Novel approaches to communication skills development: The untapped potential of qualitative research immersion. PEC INNOVATION 2022; 1:100079. [PMID: 37364185 PMCID: PMC10194302 DOI: 10.1016/j.pecinn.2022.100079] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 02/24/2022] [Revised: 08/21/2022] [Accepted: 08/22/2022] [Indexed: 06/28/2023]
Abstract
Objective Participation in qualitative research, particularly analysis of recorded medical dialogue, offers real-time, longitudinal immersion that can strengthen clinical trainee communication skills. The study objective was to explore how qualitative research participation impacts clinical trainees' self-perceived communication skills development and practice. Methods In this study, a 17-member multidisciplinary working group of child life specialists, advanced practice providers, undergraduate/medical students, residents, fellows, attending physicians, social scientists, and career researchers with recent qualitative and communication research experience assembled to discuss this topic using a structured discussion guide. Content analysis was used to identify concepts and themes. Results Three key themes characterizing the impact of qualitative research participation on aspiring clinicians' communication skills development and practice arose - the 3Cs: (1) Connection, therapeutic alliance, and accompaniment; (2) Clarity and prognostic communication; (3) Compassion, empathy, and understanding. Participants emphasized that qualitative research learning improved their understanding of patient/family lived experiences, preparing them for future clinical encounters, strengthening their emotional intelligence, and promoting self-care, resilience, and professional affirmation. Conclusions Immersion in clinical communication through participation in qualitative research is an under-utilized resource for supporting clinical trainees in communication skills development. Innovation The process of collaborative knowledge production through the collective exploration of an a priori question related to group members' collective experiences is methodologically innovative. Further, re-thinking qualitative research participation as an underutilized educational opportunity is pedagogically novel, and leaders in medical education and qualitative research should collaborate to realize the potential of this teaching tool.
Collapse
Affiliation(s)
- Amy S. Porter
- St. Jude Children’s Research Hospital, Memphis, TN, USA
| | - Cameka Woods
- St. Jude Children’s Research Hospital, Memphis, TN, USA
| | - Erica C. Kaye
- St. Jude Children’s Research Hospital, Memphis, TN, USA
| | - on behalf of the QUEST Working GroupAglioTayloraApplegarthJacobbBienKellyaBilbeisiTharwacChowEmmaadGreerKatieeHuberRachelaAutreyAshley KieferfRockwellSarahgSalekMartaaStallMelaniehTrejoMarielaiYangYennyjZaludKristinakSt. Jude Children’s Research Hospital, Memphis, TN, USAOakland University William Beaumont School of Medicine, Royal Oak, MI, USA (Jacob)University of Memphis, Memphis, TN, USARhodes College, Memphis, TN, USAUniversity of California Davis Children’s Hospital, Sacramento, CA, USAChildren’s Hospital of New Orleans, New Orleans, LA, USAEmory University, Atlanta, GA, USAUniversity of Texas Southwestern Medical Center, Dallas, TX, USAUniversity of Maryland School of Medicine, Baltimore, MD, USAUniversity of Tennessee Health Sciences Center, Memphis, TN, USASt. Louis Children’s Hospital, St. Louis, MO, USA
| |
Collapse
|
4
|
LaRocque JJ, Grossman SN, Kurzweil AM, Lewis A, Zabar S, Balcer L, Galetta SL, Zhang C. Training in Neurology: Objective Structured Clinical Examination Case to Teach and Model Feedback Skills in Neurology Residency. Neurology 2022; 98:684-689. [PMID: 35169006 DOI: 10.1212/wnl.0000000000200223] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022] Open
Abstract
We describe an educational intervention for neurology residents aimed at developing feedback skills. An objective structured clinical examination case was designed to simulate the provision of feedback to a medical student. After the simulated case session, residents received structured, individualized feedback on their performance and then participated in a group discussion about feedback methods. Survey data were collected from the standardized medical student regarding residents' performance and from residents for assessments of their performance and of the Objective Structured Clinical Examination case. This article aims to describe this educational intervention and to demonstrate the feasibility of this approach for feedback skills development.
Collapse
Affiliation(s)
- Joshua J LaRocque
- From the Department of Neurology (J.J.L., S.G., A.M.K., A.L., L.B., S.L.G., C.Z.), New York University Langone Medical Center; Department of Neurology and Department of Neurosurgery (A.L.), New York University Langone Medical Center; Department of Medicine (S.Z.), New York University Langone Medical Center; Department of Ophthalmology (L.B., S.L.G.), Department of Neurology, New York University Langone Medical Center; and Department of Population Health (L.B.), New York University Langone Medical Center, New York, NY
| | - Scott N Grossman
- From the Department of Neurology (J.J.L., S.G., A.M.K., A.L., L.B., S.L.G., C.Z.), New York University Langone Medical Center; Department of Neurology and Department of Neurosurgery (A.L.), New York University Langone Medical Center; Department of Medicine (S.Z.), New York University Langone Medical Center; Department of Ophthalmology (L.B., S.L.G.), Department of Neurology, New York University Langone Medical Center; and Department of Population Health (L.B.), New York University Langone Medical Center, New York, NY
| | - Arielle M Kurzweil
- From the Department of Neurology (J.J.L., S.G., A.M.K., A.L., L.B., S.L.G., C.Z.), New York University Langone Medical Center; Department of Neurology and Department of Neurosurgery (A.L.), New York University Langone Medical Center; Department of Medicine (S.Z.), New York University Langone Medical Center; Department of Ophthalmology (L.B., S.L.G.), Department of Neurology, New York University Langone Medical Center; and Department of Population Health (L.B.), New York University Langone Medical Center, New York, NY
| | - Ariane Lewis
- From the Department of Neurology (J.J.L., S.G., A.M.K., A.L., L.B., S.L.G., C.Z.), New York University Langone Medical Center; Department of Neurology and Department of Neurosurgery (A.L.), New York University Langone Medical Center; Department of Medicine (S.Z.), New York University Langone Medical Center; Department of Ophthalmology (L.B., S.L.G.), Department of Neurology, New York University Langone Medical Center; and Department of Population Health (L.B.), New York University Langone Medical Center, New York, NY
| | - Sondra Zabar
- From the Department of Neurology (J.J.L., S.G., A.M.K., A.L., L.B., S.L.G., C.Z.), New York University Langone Medical Center; Department of Neurology and Department of Neurosurgery (A.L.), New York University Langone Medical Center; Department of Medicine (S.Z.), New York University Langone Medical Center; Department of Ophthalmology (L.B., S.L.G.), Department of Neurology, New York University Langone Medical Center; and Department of Population Health (L.B.), New York University Langone Medical Center, New York, NY
| | - Laura Balcer
- From the Department of Neurology (J.J.L., S.G., A.M.K., A.L., L.B., S.L.G., C.Z.), New York University Langone Medical Center; Department of Neurology and Department of Neurosurgery (A.L.), New York University Langone Medical Center; Department of Medicine (S.Z.), New York University Langone Medical Center; Department of Ophthalmology (L.B., S.L.G.), Department of Neurology, New York University Langone Medical Center; and Department of Population Health (L.B.), New York University Langone Medical Center, New York, NY
| | - Steven L Galetta
- From the Department of Neurology (J.J.L., S.G., A.M.K., A.L., L.B., S.L.G., C.Z.), New York University Langone Medical Center; Department of Neurology and Department of Neurosurgery (A.L.), New York University Langone Medical Center; Department of Medicine (S.Z.), New York University Langone Medical Center; Department of Ophthalmology (L.B., S.L.G.), Department of Neurology, New York University Langone Medical Center; and Department of Population Health (L.B.), New York University Langone Medical Center, New York, NY
| | - Cen Zhang
- From the Department of Neurology (J.J.L., S.G., A.M.K., A.L., L.B., S.L.G., C.Z.), New York University Langone Medical Center; Department of Neurology and Department of Neurosurgery (A.L.), New York University Langone Medical Center; Department of Medicine (S.Z.), New York University Langone Medical Center; Department of Ophthalmology (L.B., S.L.G.), Department of Neurology, New York University Langone Medical Center; and Department of Population Health (L.B.), New York University Langone Medical Center, New York, NY
| |
Collapse
|
5
|
Amsalem D, Martin A, Mosheva M, Soul O, Korotkin L, Ziv A, Gothelf D, Gross R. Delivering Difficult News: Simulation-Enhanced Training Improves Psychiatry Residents' Clinical Communication Skills. Front Psychiatry 2021; 12:649090. [PMID: 33746804 PMCID: PMC7973022 DOI: 10.3389/fpsyt.2021.649090] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 01/03/2021] [Accepted: 02/10/2021] [Indexed: 12/03/2022] Open
Abstract
Background: Delivering difficult news to individuals diagnosed with mental health disorders and their family members can be challenging. The use of simulated patients (SP) is an effective teaching method to enhance clinical skills, particularly those around communication. We developed, implemented, and evaluated the effectiveness of an SP-based training module to improve psychiatric residents' clinical communication skills in delivering difficult news. Methods: We conducted 5-h workshops consisting of 3 components: (1) a high-fidelity simulation session with a professional actor; (2) a 30-min lecture; and (3) role-playing of 3 short scenarios, during which residents rotated taking on different roles (as psychiatrist, patient, or family member). We observed through a 1-way mirror and videotaped each resident's simulation session and followed it with personalized debriefing. Following the workshop, each resident received the full-length video of their simulated interview, together with a list of questions as a take-home assignment. Two months after the workshop, the residents were invited to a second SP-based session, during which 2 independent evaluators, each a board-certified psychiatrist with expertise in medical simulation, evaluated the participants' communication skills using a previously validated instrument. To avoid observation bias, the 2 evaluators rated the videotapes blind to the timing of the simulation (pre- vs. post-training). Participants completed self-report questionnaires on satisfaction and self-confidence, before, after, and 2 months following the workshop. Findings: Of the 28 psychiatric residents who participated in the training day, 24 (86%) completed the post-workshop evaluation. Mean communication score increased from 24.9 to 27.8 (paired t-test: 5.6, p < 0.001). The mean score for the self-confidence questionnaire, calculated on a 1 to 5 Likert scale, increased from 3.4 to 4.0 after the training day, and remained unchanged (4.2) 2 months later (p < 0.001). Conclusions: An SP-based training module proved useful in improving the objectively measured communication skills of psychiatric residents delivering difficult news. The training further enhanced participants' subjective sense of confidence in those clinical skills.
Collapse
Affiliation(s)
- Doron Amsalem
- New York State Psychiatric Institute and Department of Psychiatry, Columbia University Vagelos College of Physicians & Surgeons, New York, NY, United States
- MSR–Israel Center for Medical Simulation, Sheba Medical Center, Ramat Gan, Israel
| | - Andrés Martin
- Child Study Center, Yale School of Medicine, New Haven, CT, United States
- Faculty of Medicine, Tel Aviv University, Tel Aviv, Israel
| | - Mariela Mosheva
- MSR–Israel Center for Medical Simulation, Sheba Medical Center, Ramat Gan, Israel
- Faculty of Medicine, Tel Aviv University, Tel Aviv, Israel
- Division of Child & Adolescent Psychiatry, Sheba Medical Center, Edmond and Lily Safra Children's Hospital, Ramat Gan, Israel
| | - Omer Soul
- MSR–Israel Center for Medical Simulation, Sheba Medical Center, Ramat Gan, Israel
- Faculty of Medicine, Tel Aviv University, Tel Aviv, Israel
- Division of Child & Adolescent Psychiatry, Sheba Medical Center, Edmond and Lily Safra Children's Hospital, Ramat Gan, Israel
| | - Liran Korotkin
- Faculty of Medicine, Tel Aviv University, Tel Aviv, Israel
| | - Amitai Ziv
- MSR–Israel Center for Medical Simulation, Sheba Medical Center, Ramat Gan, Israel
- Faculty of Medicine, Tel Aviv University, Tel Aviv, Israel
- Sheba Medical Center, Integrated Rehabilitation Hospital, Ramat Gan, Israel
| | - Doron Gothelf
- Division of Child & Adolescent Psychiatry, Sheba Medical Center, Edmond and Lily Safra Children's Hospital, Ramat Gan, Israel
- Faculty of Medicine, Sagol School of Neuroscience, Tel Aviv University, Tel Aviv, Israel
| | - Raz Gross
- MSR–Israel Center for Medical Simulation, Sheba Medical Center, Ramat Gan, Israel
- Faculty of Medicine, Tel Aviv University, Tel Aviv, Israel
- Division of Psychiatry, Sheba Medical Center, Ramat Gan, Israel
| |
Collapse
|
6
|
Peterson E, Morgan R, Calhoun A. Improving Patient- and Family-Centered Communication in Pediatrics: A Review of Simulation-Based Learning. Pediatr Ann 2021; 50:e32-e38. [PMID: 33450037 DOI: 10.3928/19382359-20201211-02] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/20/2022]
Abstract
Patient- and family-centered care focuses on relationships among patients, families, and health care providers that are mutually beneficial and improve health care outcomes and provider satisfaction. Building relationships is a key component of the provision of excellent health care and can be taught and enhanced through simulation-based communication skills training. This article reviews the available literature on simulation-based learning as used to improve patient- and family- centered communication in the discipline of pediatrics. In this narrative review, we examine the various methods, theories, and frameworks on which simulation-based learning for communication skills are built with the goal of assisting pediatric providers in using this powerful educational technique. [Pediatr Ann. 2021;50(1):e32-e38.].
Collapse
|
7
|
Moore PM, Rivera S, Bravo‐Soto GA, Olivares C, Lawrie TA. Communication skills training for healthcare professionals working with people who have cancer. Cochrane Database Syst Rev 2018; 7:CD003751. [PMID: 30039853 PMCID: PMC6513291 DOI: 10.1002/14651858.cd003751.pub4] [Citation(s) in RCA: 94] [Impact Index Per Article: 15.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/12/2022]
Abstract
BACKGROUND This is the third update of a review that was originally published in the Cochrane Library in 2002, Issue 2. People with cancer, their families and carers have a high prevalence of psychological stress, which may be minimised by effective communication and support from their attending healthcare professionals (HCPs). Research suggests communication skills do not reliably improve with experience, therefore, considerable effort is dedicated to courses that may improve communication skills for HCPs involved in cancer care. A variety of communication skills training (CST) courses are in practice. We conducted this review to determine whether CST works and which types of CST, if any, are the most effective. OBJECTIVES To assess whether communication skills training is effective in changing behaviour of HCPs working in cancer care and in improving HCP well-being, patient health status and satisfaction. SEARCH METHODS For this update, we searched the following electronic databases: Cochrane Central Register of Controlled Trials (CENTRAL; 2018, Issue 4), MEDLINE via Ovid, Embase via Ovid, PsycInfo and CINAHL up to May 2018. In addition, we searched the US National Library of Medicine Clinical Trial Registry and handsearched the reference lists of relevant articles and conference proceedings for additional studies. SELECTION CRITERIA The original review was a narrative review that included randomised controlled trials (RCTs) and controlled before-and-after studies. In updated versions, we limited our criteria to RCTs evaluating CST compared with no CST or other CST in HCPs working in cancer care. Primary outcomes were changes in HCP communication skills measured in interactions with real or simulated people with cancer or both, using objective scales. We excluded studies whose focus was communication skills in encounters related to informed consent for research. DATA COLLECTION AND ANALYSIS Two review authors independently assessed trials and extracted data to a pre-designed data collection form. We pooled data using the random-effects method. For continuous data, we used standardised mean differences (SMDs). MAIN RESULTS We included 17 RCTs conducted mainly in outpatient settings. Eleven trials compared CST with no CST intervention; three trials compared the effect of a follow-up CST intervention after initial CST training; two trials compared the effect of CST and patient coaching; and one trial compared two types of CST. The types of CST courses evaluated in these trials were diverse. Study participants included oncologists, residents, other doctors, nurses and a mixed team of HCPs. Overall, 1240 HCPs participated (612 doctors including 151 residents, 532 nurses, and 96 mixed HCPs).Ten trials contributed data to the meta-analyses. HCPs in the intervention groups were more likely to use open questions in the post-intervention interviews than the control group (SMD 0.25, 95% CI 0.02 to 0.48; P = 0.03, I² = 62%; 5 studies, 796 participant interviews; very low-certainty evidence); more likely to show empathy towards their patients (SMD 0.18, 95% CI 0.05 to 0.32; P = 0.008, I² = 0%; 6 studies, 844 participant interviews; moderate-certainty evidence), and less likely to give facts only (SMD -0.26, 95% CI -0.51 to -0.01; P = 0.05, I² = 68%; 5 studies, 780 participant interviews; low-certainty evidence). Evidence suggesting no difference between CST and no CST on eliciting patient concerns and providing appropriate information was of a moderate-certainty. There was no evidence of differences in the other HCP communication skills, including clarifying and/or summarising information, and negotiation. Doctors and nurses did not perform differently for any HCP outcomes.There were no differences between the groups with regard to HCP 'burnout' (low-certainty evidence) nor with regard to patient satisfaction or patient perception of the HCPs communication skills (very low-certainty evidence). Out of the 17 included RCTs 15 were considered to be at a low risk of overall bias. AUTHORS' CONCLUSIONS Various CST courses appear to be effective in improving HCP communication skills related to supportive skills and to help HCPs to be less likely to give facts only without individualising their responses to the patient's emotions or offering support. We were unable to determine whether the effects of CST are sustained over time, whether consolidation sessions are necessary, and which types of CST programs are most likely to work. We found no evidence to support a beneficial effect of CST on HCP 'burnout', the mental or physical health and satisfaction of people with cancer.
Collapse
Affiliation(s)
- Philippa M Moore
- Pontificia Universidad Catolica de ChileFamily MedicineLira 44SantiagoChile
| | - Solange Rivera
- Pontificia Universidad Catolica de ChileFamily MedicineLira 44SantiagoChile
| | - Gonzalo A Bravo‐Soto
- Pontificia Universidad Católica de ChileCentro Evidencia UCDiagonal Paraguay476SantiagoMetropolitanaChile7770371
| | - Camila Olivares
- Pontificia Universidad Catolica de ChileFamily MedicineLira 44SantiagoChile
| | - Theresa A Lawrie
- Evidence‐Based Medicine ConsultancyThe Old BarnPipehouse, FreshfordBathUKBA2 7UJ
| | | |
Collapse
|