Improving general practitioners communication skills to better manage chronic respiratory diseases through an...

To evaluate the effectiveness of an Experiential Online Training (EOT) program, based on Kolb's Experiential Learning Cycle, in enhancing the communication skills of general practitioners (GPs) managing chronic respiratory diseases (CRDs).

A convergent mixed-methods design was used to assess a 25-hour EOT program for 49 GPs in Greece. Quantitative data were gathered through a Training Needs Assessment (TNA) before and after the intervention, and post three months, along with a structured questionnaire evaluating the intervention (0 =worst to 10 =best). Qualitative data were collected from participants' written reflections on integrating training concepts into their clinical practice.

Quantitative results suggested significant reductions in TNA scores across all subscales. Specifically, Communication/Patient-Centered Activities scores decreased from 1.00 (SD=1.01) pre-intervention to 0.50 (SD=0.62) post-intervention and 0.44 (SD=0.43) at three months (p = 0.001). Research/Audit Activities scores declined from 1.39 (SD=1.39) to 0.81 (SD=0.98) post-intervention and 0.65 (SD=0.68) at three months (p = 0.001). Reflective Practice scores dropped from 1.21 (SD=1.36) to 0.72 (SD=0.96) post-intervention and 0.50 (SD=0.73) at three months (p = 0.002). Participants rated the program highly, with overall satisfaction scoring 9.78 (SD=0.42) and perceived usefulness for clinical practice scoring 9.83 (SD=0.38). Moreover, qualitative findings suggested that participants enhanced their communication skills, especially in reflective listening, empathy, and motivational interviewing. Qualitative reflections emphasized increased confidence and adaptability in clinical interactions, with participants successfully applying learned techniques. The program was well-received, with participants valuing its structure, interactive components, and practical relevance.

The EOT program improved GPs' communication skills supported their professional growth, and addressed their training gaps.

Healthcare educators and managers could utilize such interventions to improve the communication skills of GPs, and thus the quality of care they provide. Future studies could explore the long-term impact of such interventions.