Interactional skills training in undergraduate medical education: ten principles for guiding future research

BMC Medical Education

Mariko Carey¹  Rob Sanson-Fisher¹  Lisa Hyde¹  Jan Shepherd¹  Lisa Mackenzie¹  Breanne Hobden¹ 

[1] 0000 0000 8831 109X, grid.266842.c, Health Behaviour Research Collaborative, School of Medicine and Public Health, Faculty of Health and Medicine, University of Newcastle, Level 4 West, HRMI Building, 2308, Callaghan, NSW, Australia;0000 0000 8831 109X, grid.266842.c, Priority Research Centre for Health Behaviour, Faculty of Health and Medicine, University of Newcastle, 2308, Callaghan, New South Wales, Australia;grid.413648.c, Hunter Medical Research Institute, New Lambton Heights, New South Wales, Australia;

关键词: Communication skills;    Evidence-based medicine;    Undergraduate;    Medical education research;    Best evidence medical education;   

DOI  :  10.1186/s12909-019-1566-2

来源: publisher

【 摘 要 】

BackgroundHigh-quality healthcare requires practitioners who have technical competence and communication skills. Medical practitioners need interpersonal skills for gathering and transferring information to their patients, in addition to general consultation skills. Appropriate information gathering increases the likelihood of an accurate diagnosis. Transferring information should be performed in a way that promotes patient understanding and increases the probability of adherence to physician recommendations. This applies to: (i) primary prevention such as smoking cessation; (ii) secondary prevention including preparation for potentially threatening interventions; and (iii) tertiary care, including breaking bad news regarding treatment and prognosis.DiscussionThis debate paper delineates factors associated with undergraduate medical communication skills training where robust research is needed. Ten key principles are presented and discussed, which are intended to guide future research in this field and ensure high quality studies with methodological rigour are conducted.SummaryThe literature on communication skills training for medical school undergraduates continues to grow. A considerable portion of this output is represented by commentaries, descriptive studies or poorly designed interventions. As with any field of healthcare, quality research interventions are required to ensure practice is grounded in high-level evidence.

【 授权许可】

CC BY