Are we preparing future doctors to deal with emotionally challenging situations?: analysis of a medical curriculum
Objective - Skilful communication by doctors is necessary for healthcare delivery during emotionally challenging situations. This study analyses a medical curriculum for the frequency and intensity of teaching content on communication in emotionally challenging situations. - Methods - A questionnair...
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| Main Authors: | , , , , , , , , , , |
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| Format: | Article (Journal) |
| Language: | English |
| Published: |
25 February 2019
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| In: |
Patient education and counseling
Year: 2019, Volume: 102, Issue: 7, Pages: 1304-1312 |
| ISSN: | 1873-5134 |
| DOI: | 10.1016/j.pec.2019.02.024 |
| Online Access: | Verlag, Volltext: https://doi.org/10.1016/j.pec.2019.02.024 Verlag, Volltext: http://www.sciencedirect.com/science/article/pii/S0738399118308528 
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| Author Notes: | Franziska Baessler, Ali Zafar, Sophie Schweizer, Anja Ciprianidis, Anja Sander, Stella Preussler, Hannah Honecker, Michael Wolf, Marina Bartolovic, Fabienne Louise Wagner, Sonja Bettina Klein, Joshua Weidlich, Beate Ditzen, Daniela Roesch-Ely, Christoph Nikendei, Jobst-Hendrik Schultz |
| Summary: | Objective - Skilful communication by doctors is necessary for healthcare delivery during emotionally challenging situations. This study analyses a medical curriculum for the frequency and intensity of teaching content on communication in emotionally challenging situations. - Methods - A questionnaire with 31 questions (“EmotCog31”) was used to evaluate teaching sessions at 17 departments of a medical school for one semester. - Results - Teaching content on communication in emotionally challenging situations was observed in 62 of 724 (∼nine percent) teaching sessions. Fifty-six percent of these sessions were within psychosocial specialisations. Lecturers used mental diseases as teaching topics four times more than somatic diseases. Forty-two percent of the 62 sessions were large-group while fifty-eight percent were small-group, interactive sessions. Clinical examples were used in sixty-nine percent of these sessions. Eighty-one percent of the handouts provided and sixty-six percent of simulated patient scenarios used were rated as helpful. Two-thirds of teaching sessions were rated positively when they included practical context. - Conclusion - There was a considerable lack of teaching on communication skills in an emotional context. Teaching was limited to psychosocial specialties, reducing the impact of available knowledge for other medical specialties. - Practice Implications - More interactive, practically oriented teaching methods are useful for teaching emotional communication skills. |
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| Item Description: | Gesehen am 19.06.2019 |
| Physical Description: | Online Resource |
| ISSN: | 1873-5134 |
| DOI: | 10.1016/j.pec.2019.02.024 |