Evaluation of a clinical communication programme for perioperative and surgical care practitioners

Introduction Communication is integral to clinical work. This paper describes a communication programme (CP) designed for two new professional roles. Training in communication is often focused on interactions with patients. Equally important is supporting clinicians to communicate with each other. The authors devised a CP for perioperative specialist and surgical care practitioners. Methods The CP spanned the broader training programme. The evaluation combined trainees' self-ratings, value of educational methods, summative assessments, written reflections and focus groups. Results The CP was offered over three consecutive years (29 trainees) and showed a progressive increase in trainees' satisfaction. Educational methods were valued. Trainees appreciated the close alignment of CP content and work. Some trainees initially placed little value on learning communication, since they were already experienced clinicians. The CP was perceived to be competing with topics of greater importance. As trainees progressed, all recognised the benefits and valued the opportunity for protected time to focus on commonly used skills. Trainees reported increased awareness and ability in patient-centred and other professional communications. Most trainees were successful in summative assessments. Faculty observations noted benefits accruing from increased alignment of content with clinical practice. Discussion Trainees responded positively to an experiential CP underpinned by education and communication theory. The opportunity for distributed learning enabled trainees to consolidate learning. The balance of teaching patient- and colleague-focused communication was successful. The framework of this CP is applicable to trainees in medical and other health professional roles.

[1]  Maureen Guirdham,et al.  Interpersonal skills at work , 1990 .

[2]  P. Maguire,et al.  The value of feedback in teaching interviewing skills to medical students , 1978, Psychological Medicine.

[3]  M. Knowles The adult learner : a neglected species , 1979 .

[4]  A. Darzi,et al.  Assessing procedural skills in context: exploring the feasibility of an Integrated Procedural Performance Instrument (IPPI) , 2006, Medical education.

[5]  D. Dickson,et al.  A survey of communication skills training in UK Schools of Medicine: present practices and prospective proposals , 1998, Medical education.

[6]  K. Johnson An Update. , 1984, Journal of food protection.

[7]  Innovative training for new surgical roles − the place of evaluation , 2006, Medical education.

[8]  A. Darzi,et al.  The perioperative specialist practitioner: developing and evaluating a new surgical role , 2006, Quality and Safety in Health Care.

[9]  Victoria Hoban,et al.  The Reflective Practitioner , 2013 .

[10]  J. Bruner Toward a Theory of Instruction , 1966 .

[11]  O. Hargie,et al.  A Survey of Interpersonal Skills Teaching in Pharmacy Schools in the United Kingdom and Ireland. , 1986 .

[12]  Ara Darzi,et al.  The human face of simulation: patient-focused simulation training. , 2006, Academic medicine : journal of the Association of American Medical Colleges.

[13]  Neil Currant Interpersonal Skills at Work (2nd ed.) , 2003 .

[14]  E. Wenger,et al.  Legitimate Peripheral Participation , 1991 .

[15]  T. Jenkinson,et al.  Communication skills: some problems in nursing education and practice. , 2002, Journal of clinical nursing.

[16]  Etienne Wenger,et al.  Communities of Practice: Learning, Meaning, and Identity , 1998 .

[17]  D. Schoen The Reflective Practitioner , 1983 .

[18]  D. Nestel,et al.  Role-play for medical students learning about communication: Guidelines for maximising benefits , 2007, BMC medical education.

[19]  Joseph A. DeVito,et al.  The interpersonal communication book , 1969 .

[20]  Etienne Wenger,et al.  Situated Learning: Legitimate Peripheral Participation , 1991 .

[21]  C Fletcher,et al.  Consultation skills of young doctors: I--Benefits of feedback training in interviewing as students persist. , 1986, British medical journal.

[22]  Donald L. Kirkpatrick,et al.  Evaluating Training Programs : The Four Levels , 2009 .