A map for introducing aspects of ‘intra-and interpersonal communication’ into the curriculum

Further analysis of our survey of clinical educators and academic staff provide insight as to consider introducing specific skills into a curriculum.

Results for Domain 2: Intra- and interpersonal communication 

PRECLINICAL

The student:

 

 B1: The student recognizes own emotions (e.g. insecurity, sympathy/antipathy, attraction) in relation to others (e.g. patients, colleagues) and is able to work efficiently despite own emotional reactions when the situation requires to do so (e.g. degree of suffering of the patient, demanding patient).
 B2: The student recognizes that effective communication with patients can foster patients’ satisfaction and improved clinical outcomes.
B4: The student identifies, reflects and communicates own strengths, weaknesses, limitations and assesses own wishes, fears, goals, norms and values.
B5: The student assesses own stereotypes and social prejudices and is aware that own actions are influenced by personal experience, the current situation, own knowledge and interests.

B8: The student uses authority and influence responsibly.

B12: The student addresses and deals with own uncertainty appropriate to own level of education.

 

 

INDETERMINATE (PRECLINICAL/MIDCLINICAL) I.E. NO CLEAR DIFFERENCES IN NUMBER OF RESPONSES ACROSS THESE CATEGORIES

The student:

 B3: The student describes and assesses own communication and behavior critically considering alternatives in both.
 B6: The student reflects on own attitude towards work (e.g. cynicism, satisfaction).
 B7: The student reflects and discusses ethical, inter-cultural and other challenges in own actions as a health care professional (e.g. patient unable to give consent, health/illness concepts in different cultures, translators) and discusses approaches for resolution.
 B10: The student knows about models of the health care professional–patient relationship (e.g. transference/counter transference, reciprocity, inter-subjectivity, expectation/experience, potential imbalance of hierarchy).
 B11: The student addresses own and others errors appropriately (e.g. refrains from personally allocating blame) in order to seek for solutions and assistance and knows about basic principles in the development of errors (e.g. neglecting information or patient’s needs, inadequate communication).

 

INDETERMINATE (MID CLINICAL/LATE CLINICAL) I.E. NO CLEAR DIFFERENCES IN NUMBER OF RESPONSES ACROSS THESE CATEGORIES

The student:

 B9: The student analyses and discusses conversational situations with others (metacommunication in e.g. peer reflection, intra and inter-professional team conferences).