Effective training strategies for teaching communication skills to physicians: An overview of systematic reviews

被引：334

作者：

Berkhof, Marianne ^{[1
,2
]}

van Rijssen, H. Jolanda ^{[1
,2
]}

Schellart, Antonius J. M. ^{[1
,2
]}

Anema, Johannes R. ^{[1
,2
]}

van der Beek, Allard J. ^{[1
,2
]}

机构：

[1] Vrije Univ Amsterdam Med Ctr, EMGO Inst Hlth & Care Res, Dept Publ & Occupat Hlth, NL-1007 MB Amsterdam, Netherlands

[2] Collaborat AMC UMCG UWV VUmc, Res Ctr Insurance Med, Amsterdam, Netherlands

来源：

PATIENT EDUCATION AND COUNSELING | 2011年 / 84卷 / 02期

关键词：

Communication skills training; Physician-patient communication; Training strategies; Feedback; Role-play; HEALTH-PROFESSIONALS; INTERVIEWING SKILLS; PATIENT COMMUNICATION; INTERPERSONAL SKILLS; IMPROVING PATIENT; MEASUREMENT TOOL; CANCER-PATIENTS; CARE; INTERVENTIONS; SATISFACTION;

D O I：

10.1016/j.pec.2010.06.010

中图分类号：

R1 [预防医学、卫生学];

学科分类号：

100235 [预防医学];

摘要：

Objective: Physicians need good communication skills to communicate effectively with patients. The objective of this review was to identify effective training strategies for teaching communication skills to qualified physicians. Methods: PubMED, PsycINFO, CINAHL, and COCHRANE were searched in October 2008 and in March 2009. Two authors independently selected relevant reviews and assessed their methodological quality with AMSTAR. Summary tables were constructed for data-synthesis, and results were linked to outcome measures. As a result, conclusions about the effectiveness of communication skills training strategies for physicians could be drawn. Results: Twelve systematic reviews on communication skills training programmes for physicians were identified. Some focused on specific training strategies, whereas others emphasized a more general approach with mixed strategies. Training programmes were effective if they lasted for at least one day, were learner-centred, and focused on practising skills. The best training strategies within the programmes included role-play, feedback, and small group discussions. Conclusion: Training programmes should include active, practice-oriented strategies. Oral presentations on communication skills, modelling, and written information should only be used as supportive strategies. Practice implications: lobe able to compare the effectiveness of training programmes more easily in the future, general agreement on outcome measures has to be established. (C) 2010 Elsevier Ireland Ltd. All rights reserved.

引用

页码：152 / 162

页数：11

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