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Perspective: To what end communication? Developing a conceptual framework for communication in medical education
1Faculty of Medicine and Faculty of Arts, Memorial University of Newfoundland, St. John's, Newfoundland, Canada. chris.martin@med.mun.ca
Summary
Medical education reform requires clarifying core competencies and their underlying values. A new concept, "communication as a medical-epistemic competency," integrates communication skills for effective physician training.
Area of Science:
- Medical Education
- Professional Formation
- Health Care Social Context
Background:
- Growing discourse emphasizes broadening physician education beyond clinical skills.
- Focus is shifting towards professional formation and the social context of healthcare delivery.
- This necessitates a complex reconfiguration of medical education paradigms.
Purpose of the Study:
- To argue for a conceptual clarification of educational aims in medical reform.
- To highlight the need for understanding values and rationale behind physician competencies.
- To examine various conceptions of communication in medicine and their educational implications.
Main Methods:
- Conceptual analysis of medical education reform.
- Examination of existing competency frameworks (e.g., CanMEDS, ACGME).
- Critique of different approaches to communication in medical education.
Main Results:
- Current competency frameworks often list skills without sufficient depth on underlying values.
- Understanding the conceptual underpinnings significantly influences the direction of educational reforms.
- Various communication models in medicine have distinct educational benefits and drawbacks.
Conclusions:
- A clear conceptual understanding of educational aims is a necessary starting point for reform.
- "Communication as a medical-epistemic competency" is proposed as an integrative concept.
- This concept accommodates diverse communication facets and aligns with post-Flexner educational developments.
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