Center for Supportive Relationships, San Mateo; Institute for Research in Social Sciences, Stanford University, Calif.
Perelman School of Medicine, University of Pennsylvania, Philadelphia.
Acad Pediatr. 2017 Sep-Oct;17(7S):S102-S107. doi: 10.1016/j.acap.2017.03.006. Epub 2017 Mar 15.
Medical providers' ability to form strong therapeutic alliances with patients is an essential clinical skill that is associated with a higher quality of care and improved provider well-being. However, comparatively few medical providers exhibit adequate relational skills, which serve to convey respect, communicate caring, and build trust between the medical provider and the patient. A growing number of medical training programs and continuing medical education programs have begun to incorporate relational skills training, but the results have been highly variable in terms of training methods and effect. To support administrators who are considering the implementation (or improvement) of relational skills training in their organization, we provide a set of best practices for relational skills training, in the basis of a review of the literature and on our experience as clinical educators, and show the application of these best practices through a case study. We conclude with a discussion of challenges for implementing a high-quality relational skills training program, policy-level solutions for these challenges, and recommendations for future research.
医疗服务提供者与患者建立牢固治疗关系的能力是一项重要的临床技能，它与更高的医疗质量和改善医疗服务提供者的幸福感相关。然而，相对较少的医疗服务提供者表现出足够的关系技能，这些技能有助于在医疗服务提供者和患者之间传达尊重、表达关怀和建立信任。越来越多的医学培训项目和继续医学教育项目已经开始纳入关系技能培训，但就培训方法和效果而言，结果差异很大。为了支持正在考虑在其组织中实施（或改进）关系技能培训的管理人员，我们根据文献回顾和我们作为临床教育者的经验，提供了一套关系技能培训的最佳实践，并通过案例研究展示了这些最佳实践的应用。最后，我们讨论了实施高质量关系技能培训计划所面临的挑战、针对这些挑战的政策解决方案以及对未来研究的建议。
