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Background: The communication skills of treating physicians can affect the psychological burden of cancer patients and the prevalence of mental illness among these patients. This study investigated the communication skills of physicians and their relationship to the psychological symptoms of cancer patients and their satisfaction with the treatment they received. Methods: This cross-sectional descriptive study was carried out in 2019. A total of 160 cancer patients who fulfilled the inclusion criteria and referred to Omid Hospital in Isfahan, Iran, and the Iranian Cancer Control Center (MACSA) took part in the study. Demographic information, including age, sex, marital status, education, and type and stage of the disease, was collected using the Demographic Information Questionnaire. The patients' psychological states and satisfaction were then measured using the Patient's Depression, Anxiety, and Stress Scale (DASS), the Short Assessment of Patient Satisfaction (SAPS), and the Communication Assessment Tool (CAT). Correlation coefficients and multiple linear regression were performed using the SPSS software to analyze data. Results:There was a significant direct relationship between the two quantitative variables of CAT and SAPS scores (r = 0.752; p < 0.001). There was also a significant relationship between the depression (r = -0.318; p < 0.001) and stress (r = -0.303; p < 0.001) scores and the CAT score. The mean SAPS score in patients undergoing radiotherapy was significantly lower than in the stages of chemotherapy (beta (SE) = -3.14 (1.05); p = 0.003). Conclusion: It was found that physicians' communication skills play an essential role in patients' satisfaction and are directly correlated. We also showed that the physician communication skills score was inversely related to patients' depression. [ABSTRACT FROM AUTHOR]

Introduction: This study aimed to determine the communication profile of parents of children with autism spectrum disorders (ASD) and parents of typically developing children (TDC). Materials and Methods: Broad autism phenotype and communication skills were measured using the broad autism phenotype questionnaire (BAPQ) and the Queendom communication skill test (QCST) in parents of children with ASD and parents of TDC. Participants included 346 parents of children with ASD and parents of TDC. In the ASD group, participants included 172 parents (76 fathers and 96 mothers) of children diagnosed with ASD. The TDC parent group included parents 174 (85 fathers and 89 mothers). In the autism group, at least one child had autism and in the opposite group, the child had no psychological problems. Two-way analysis of variance (ANOVA) was performed to examine the effects of group (TDC, ASD) and gender (male, female) on study variables. Results: A significant group-gender interaction was observed for BAPQ total scores (F(1,342)=4.28, P=0.039); Mothers of children with ASD reported higher BAPQ total scores than mothers of TDC (P=0.006), and mothers of TDC reported lower BAPQ total scores than fathers of TDC (P<0.001). A significant group-gender interaction was also observed for QCST total scores (F(1,342)=11.66, P<0.001); Mothers of children with ASD reported lower QCST total scores than mothers of TDC (P<0.001), and among parents of TDC, mothers had higher levels of QCST total scores than fathers (P<0.001). A negative significant correlation was observed between BAPQ and QCST total scores (r=-0.499, P<0.001). Conclusion: The results of this study showed a difference between parents’ communication skills in the two groups. Parents of children with ASD have more communication characteristics of autism than the control group, Fathers in the ASD group scored higher in the total scores of autism communication traits and some subtests which require further research in this area. [ABSTRACT FROM AUTHOR]

Rhetoric has a long tradition in the professional practice and in the scientificacademic researchers in Advertising. This paper presents the research that assumed as main aim to know the rhetorical knowledge of university students of Advertising and Public Relations at the Universidad Complutense de Madrid; for which a structural sample of students of the 3rd year of the Degree in Advertising and Public Relations of the mentioned University belonged to the 2017/2018 academic course was selected, whom an quantitative survey was performed. The results show a student body with little knowledge of Rhetoric who, at the same time, is aware of its shortcomings and of the close link between rhetorical activity and advertising activity. Likewise, the lack of rhetoric training is verified, which affects, mainly, specifically advertising subjects of the curriculum. [ABSTRACT FROM AUTHOR]

Objectives: To investigate the impacts of a Relationship-Centered Care (RCC) communication curriculum with coaching on pediatric residents 1) self-reported use of RCC strategies and perspectives, and 2) opportunities to develop adaptive expertise.Methods: Residents (n = 77) completed a 4 h RCC training and shared resultant RCC goals with Coaches (n = 15). Data included resident surveys and reflections immediately post-training, and resident and coach surveys 6-months later. Reported use of RCC strategies were compared over time with paired t-tests. Qualitative data were analyzed using open coding guided by sensitizing principles from the RCC framework and adaptive expertise.Results: Pediatric residents reported significant increases (p < 0.001) in use of 4/9 RCC strategies after 6 months: eliciting all concerns, chunking information, checking for understanding, and teach-back. Resident reflections highlighted shifts in perspective around RCC. Training combined with coaching provided opportunities for residents to develop adaptive expertise through adapting and innovating across settings and contexts.Conclusion: Residents had significant increases in reported use of key RCC strategies after a training combined with coaching and demonstrated opportunities to develop adaptive expertise.Practice Implications: Residency programs should include RCC training with an emphasis on the new and challenging strategies and provide opportunities to practice and receive coaching. [ABSTRACT FROM AUTHOR]

Objective. To evaluate the impact of a standalone, patient-centered communication (PCC) course series on student achievement of and perceived preparedness for PCC skills and to assess student attitudes regarding learning methods used. Design. During curriculum renewal, a standalone PCC course series that integrated horizontally and vertically within the curriculum was developed. Student achievement of outcomes was evaluated by aggregate performance on simulated evaluations. Students who completed the PCC series were surveyed to assess preparedness and attitudes. Students in the prior curriculum were also surveyed. Assessment. The majority of students who completed the PCC series met or exceeded expectations for the simulated evaluations. Preparedness responses were more positive from students who completed the PCC series than from those who completed the prior curriculum. Student attitudes about the learning methods use in the courses also were more positive. Conclusion. The standalone PCC course series effectively achieved PCC outcomes and improved student preparedness for communication-based activities. [ABSTRACT FROM AUTHOR]