Contextual barriers in effective interpersonal communication with patients: A qualitative analysis

Area of Science:

• Medical Education
• Communication Studies
• Healthcare Disparities

Background:

• Effective interpersonal communication (IPC) is crucial for undergraduate students interacting with patients.
• Understanding the factors influencing student-patient interactions is essential for competence building.
• Contextual barriers within clinical settings can impede effective IPC.

Purpose of the Study:

• To explore perceived barriers in interpersonal communication (IPC) between undergraduate students and patients.
• To gain a deep understanding of factors influencing student-patient interactions from multiple perspectives.
• To identify specific challenges within a clinical microsystem that affect IPC.

Main Methods:

• Qualitative hermeneutic phenomenological analysis.
• Semi-structured interviews with patients (n=16) and focus group discussions with interns (n=15) and faculty (n=14).
• Multisource data collection and multilevel analysis with triangulation for validation.

Main Results:

• Seven interdependent barriers to IPC were identified: time constraints, lack of trust/respect, cultural diversity, linguistic differences, lack of empathy, illiteracy, and financial constraints.
• These barriers were perceived from the perspectives of patients, interns, and faculty.
• The findings highlight a unique set of challenges within the specific clinical microsystem.

Conclusions:

• The study identified specific barriers hindering IPC between students and patients in the clinical setting.
• Addressing these contextual factors is vital for improving patient-centered care and partnership.
• Developing targeted training modules and workshops can enhance students' IPC competence.