Disentangling communication challenges in trainees' learning journeys: A longitudinal study in the general practice...

Area of Science:

• Medical Education
• Communication Skills Training
• Qualitative Research

Background:

• Skilled communication in clinical settings requires adaptation and monitoring.
• Communication challenges are known triggers for learning, but their specific nature is unclear.
• Understanding these triggers can enhance communication training and educator coaching.

Purpose of the Study:

• To explore the nature of communication challenges that act as triggers for learning skilled communication.
• To improve the understanding of how medical trainees develop communication expertise.
• To guide educators in providing targeted coaching for communication skill development.

Main Methods:

• Longitudinal qualitative study employing a phenomenological approach.
• Data collected via clinical observations, interviews, and audio-diaries from general practitioner trainees (first- and third-year).
• Thematic content analysis and data triangulation, followed by narrative crafting to illustrate communication challenges.

Main Results:

• First-year trainees focused on patient-centered communication effectiveness.
• Third-year trainees demonstrated a meta-perspective, utilizing self-monitoring for personalized communication styles and collaborative work.
• Trainees' learning was driven by curiosity to understand patient contexts and adapt communication accordingly.

Conclusions:

• Communication challenges in the workplace are identified as triggers for developing skilled communication.
• A safe learning environment and scaffolded educator guidance are essential for learners to recognize and share challenges.
• Fostering self-monitoring skills is key to supporting trainees' communication development journey.