Department of Communication, Texas A&M University, College Station, USA.
Patient Educ Couns. 2013 Oct;93(1):27-33. doi: 10.1016/j.pec.2013.06.012. Epub 2013 Jul 24.
Because quality health care delivery requires effective clinician-patient communication, successful training of health professionals requires communication skill curricula of the highest quality. Two approaches for developing medical communication curricula are a consensus approach and a theory driven approach. We propose a theory-driven, communication function framework for identifying important communication skills, one that is focused on the key goals and outcomes that need to be accomplished in clinical encounters. We discuss 7 communication functions important to medical encounters and the types of skills needed to accomplish each.
The functional approach has important pedagogical implications including the importance of distinguishing the performance of a behavior (capacity) from the outcome of that behavior in context (effectiveness) and the recognition that what counts as effective communication depends on perspective (e.g., observer, patient).
Consensus and theory-driven approaches to medical communication curricula are not necessarily contradictory and can be integrated to further enhance ongoing development and improvements in medical communication education.
A functional approach should resonate with practicing clinicians and continuing education initiatives in that it is embraces the notion that competent communication is situation-specific as clinicians creatively use communicative skills to accomplish the key goals of the encounter.
由于高质量的医疗服务需要有效的医患沟通，因此成功培训医疗专业人员需要最高质量的沟通技巧课程。开发医学沟通课程有两种方法，一种是共识方法，另一种是理论驱动方法。我们提出了一个理论驱动的沟通功能框架，用于确定重要的沟通技巧，该框架侧重于临床接触中需要完成的关键目标和结果。我们讨论了对医疗接触很重要的 7 种沟通功能以及完成每项功能所需的技能类型。
功能方法具有重要的教学意义，包括区分行为的表现（能力）与该行为在上下文中的结果（效果）的重要性，以及认识到有效的沟通取决于视角（例如，观察者、患者）。
共识和理论驱动的医学沟通课程方法并不一定相互矛盾，可以整合在一起，以进一步加强医学沟通教育的持续发展和改进。
功能方法应该与执业临床医生和继续教育计划产生共鸣，因为它接受了这样一种观念，即熟练的沟通是具体情况的，因为临床医生创造性地使用沟通技巧来完成接触的关键目标。
