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Related Concept Videos

Barriers to Effective Communication II01:21

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The barriers to effective communication also include cultural barriers, semantic barriers, gender barriers, and time constraints.
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Communication01:28

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Effective communication is the foundation of a good organization. Communication is the lifeblood of an organization that connects the group with messages. In an organization, communication occurs in upward, downward, and horizontal lines. Downward communication travels from the administrative and senior levels to the staff through official channels such as manuals, rules and regulations, and organizational charts. Staff members initiate upward communication, which is addressed to executives and...
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Complexity and objectivity in teaching interprofessional healthcare communication.

Sarah J White1

  • 1Centre for Social Impact, University of New South Wales, Sydney, Australia.

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|November 27, 2024
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Teaching interprofessional healthcare communication risks oversimplification. Addressing conversational complexity in education is vital to prevent harm to students, patients, and educators.

Keywords:
Communication assessmentCommunication teachingComplexityConversation analysisInterprofessional educationObjectivity

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Area of Science:

  • Healthcare Communication
  • Medical Education
  • Social Sciences

Background:

  • Interpersonal communication is fundamental to social interactions.
  • Conversation is inherently complex, dynamically managed by participants.
  • Current educational practices often simplify conversation for teaching and assessment.

Purpose of the Study:

  • To examine the challenges in teaching and assessing interprofessional healthcare communication.
  • To explore the risk of "violent simplification" in educational tools.
  • To advocate for a more nuanced approach to communication education.

Main Methods:

  • Analysis of plenary presentation from the International Conference on Communication in Healthcare (ICCH) 2024.
  • Discussion of the dichotomy between conversational complexity and standardized assessment tools.
  • Examination of systemic factors contributing to the oversimplification of communication.

Main Results:

  • Standardized communication tools often reflect disciplinary and cultural norms, not dynamic conversational realities.
  • These simplifications can lead to harm for students, patients, and educators.
  • Educational and healthcare systems that reinforce silos and underinvest in communication education exacerbate the problem.

Conclusions:

  • Integrating the complexity of conversation into educational practices is essential to mitigate harm.
  • Requires explicit consideration of how objective assessment tools are developed and utilized.
  • Increased investment and integration of communication-in-practice research are necessary.