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dc.contributor.authorLinks, Matthew Jon
dc.contributor.authorWatterson, Leonie
dc.contributor.authorMartin, Peter
dc.contributor.authorO'Regan, Stephanie
dc.contributor.authorMolloy, Elizabeth
dc.date.accessioned2020-08-03T05:13:58Z
dc.date.available2020-08-03T05:13:58Z
dc.date.issued2020
dc.identifier.issn1472-6920
dc.identifier.doi10.1186/s12909-019-1922-2
dc.identifier.urihttp://hdl.handle.net/10072/396088
dc.description.abstractBackground: 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.
dc.description.peerreviewedYes
dc.languageEnglish
dc.language.isoeng
dc.publisherBMC
dc.relation.ispartofpagefrom45
dc.relation.ispartofissue1
dc.relation.ispartofjournalBMC Medical Education
dc.relation.ispartofvolume20
dc.subject.fieldofresearchPublic Health and Health Services
dc.subject.fieldofresearchCurriculum and Pedagogy
dc.subject.fieldofresearchcode1117
dc.subject.fieldofresearchcode1302
dc.subject.keywordsSocial Sciences
dc.subject.keywordsEducation & Educational Research
dc.subject.keywordsEducation, Scientific Disciplines
dc.subject.keywordsCommunication
dc.subject.keywordsSkills
dc.titleFinding common ground: meta-synthesis of communication frameworks found in patient communication, supervision and simulation literature
dc.typeJournal article
dc.type.descriptionC1 - Articles
dcterms.bibliographicCitationLinks, MJ; Watterson, L; Martin, P; O'Regan, S; Molloy, E, Finding common ground: meta-synthesis of communication frameworks found in patient communication, supervision and simulation literature, BMC Medical Education, 2020, 20 (1), pp. 45
dcterms.dateAccepted2019-12-30
dcterms.licensehttp://creativecommons.org/licenses/by/4.0/
dc.date.updated2020-08-03T05:11:35Z
dc.description.versionVersion of Record (VoR)
gro.rights.copyright© The Author(s). 2020. This article is distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made. The Creative Commons Public Domain Dedication waiver (http://creativecommons.org/publicdomain/zero/1.0/) applies to the data made available in this article, unless otherwise stated.
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gro.griffith.authorLinks, Matthew J.


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