martin-findingcommonground-2020.pdf (941.36 kB)
Finding common ground: Meta-synthesis of communication frameworks found in patient communication, supervision and simulation literature
journal contribution
posted on 2020-02-11, 00:00 authored by M J Links, L Watterson, Peter MartinPeter Martin, S O'Regan, E MolloyBackground: Effective communication between patients-clinicians, supervisors-learners and facilitators-participants within a simulation is a key priority in health profession education. There is a plethora of frameworks and recommendations to guide communication in each of these contexts, and they represent separate discourses with separate communities of practice and literature. Finding common ground within these frameworks has the potential to minimise cognitive load and maximise efficiency, which presents an opportunity to consolidate
messages, strategies and skills throughout a communication curriculum and the possibility of expanding the research agenda regarding communication, feedback and debriefing in productive ways.
Methods: A meta-synthesis of the feedback, debriefing and clinical communication literature was conducted to achieve these objectives.
Results: Our analysis revealed that the concepts underlying the framework can be usefully categorised as stages, goals, strategies, micro-skills and meta-skills. Guidelines for conversations typically shared a common structure, and strategies aligned with a stage. Core transferrable communication skills (i.e., micro-skills) were identified across various types of conversation, and the major differences between frameworks were related to the way that power was distributed in the conversation and the evolution of conversations along the along the path of redistributing power. As part of the synthesis, an overarching framework “prepare-EMPOWER enact” was developed to capture these shared principles across discourses.
Conclusions: Adopting frameworks for work-based communication that promote dialogue and empower individuals to contribute may represent an important step towards learner-centred education and person-centred
care for patients.
messages, strategies and skills throughout a communication curriculum and the possibility of expanding the research agenda regarding communication, feedback and debriefing in productive ways.
Methods: A meta-synthesis of the feedback, debriefing and clinical communication literature was conducted to achieve these objectives.
Results: Our analysis revealed that the concepts underlying the framework can be usefully categorised as stages, goals, strategies, micro-skills and meta-skills. Guidelines for conversations typically shared a common structure, and strategies aligned with a stage. Core transferrable communication skills (i.e., micro-skills) were identified across various types of conversation, and the major differences between frameworks were related to the way that power was distributed in the conversation and the evolution of conversations along the along the path of redistributing power. As part of the synthesis, an overarching framework “prepare-EMPOWER enact” was developed to capture these shared principles across discourses.
Conclusions: Adopting frameworks for work-based communication that promote dialogue and empower individuals to contribute may represent an important step towards learner-centred education and person-centred
care for patients.
History
Journal
BMC Medical EducationVolume
20Issue
1Article number
45Publisher
BioMed CentralLocation
London, Eng.Publisher DOI
Link to full text
ISSN
1472-6920eISSN
1472-6920Language
engPublication classification
C1 Refereed article in a scholarly journalCopyright notice
2020, The AuthorsUsage metrics
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