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Various training methods were developed for undergraduate and postgraduate training. For example, the career of a medical doctor requires relevant communication skills. Physicians who want to improve their competency need to attend courses or workshops that include such learning elements as modeling, cognitive input, and practicing skills (Maguire & Pitceathly, 2002). Specifically, cognitive input is referred to as lecture handouts, and modeling is the demonstration of the proper communication skills in special educational videos. Moreover, instructors should incorporate such teaching methods as providing evidence of communication deficiencies and their impact on doctor-patient relationships, teaching evidence-based connection practices, organizing practice sessions, and giving effective performance feedback (Maguire & Pitceathly, 2002). Indeed, practicing essential skills with standardized patients or in simulation is a valuable experience for clinicians who strive to upgrade their communication abilities. Furthermore, constructive feedback is crucial to attaining high results during practicing classes. However, the comments about one’s performance should be given gradually from positive to negative aspects, allowing doctors to reflect on the session. Providing feedback on real consultations can also be helpful for clinicians.
The environment is another crucial component of learning practical communication skills. Some physicians feel more comfortable only with doctors, while others want to be challenged by interacting with interdisciplinary groups. Therefore, it is essential to discuss with the participants their preferences and make working groups smaller to ensure a personalized approach. Interestingly, facilitators with similar training used more effective methods than those without the same background (Maguire & Pitceathly, 2002). Clinicians interested in these workshops can find more information from administrators of postgraduate centers and in professional journals. For example, three established courses are known: Medical Interview Teaching Association, Cancer Research Psychological Medicine Group, and Cancer research Psycho-Oncology Group (Maguire & Pitceathly, 2002). Overall, doctors who attend training sessions that provide practice and feedback are more likely to learn more, gain confidence, and have better patient outcomes.
Reference
Maguire, P., & Pitceathly, C. (2002). Key communication skills and how to acquire them.BMJ, 325(7366), 697–700.
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