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To increase awareness of the current challenges facing the marine environment, the Future of Our Seas (FOOS) project brought together the expertise of scientists, public engagement experts and creatives to train and support a group of marine scientists in effective science communication and innovative public engagement. This case study aims to inspire scientists and artists to use the FOOS approach in training, activity design and development support (hereafter called the ‘FOOS programme’) to collaboratively deliver novel and creative engagement activities. The authors reflect on the experiences of the marine scientists: (1) attending the FOOS communication and engagement training; (2) creating and delivering public engagement activities; (3) understanding our audience; and (4) collaborating with artists. The authors also share what the artists and audiences learned from participating in the FOOS public engagement activities. These different perspectives provide new insights for the field with respect to designing collaborative training which maximizes the impact of the training on participants, creative collaborators and the public. Long-term benefits of taking part in the FOOS programme, such as initiating future collaborative engagement activities and positively impacting the scientists’ research processes, are also highlighted.

Introduction: In the wake of the COVID-19 pandemic, alternatives to established and proven formats had to be found in university teaching within a very short time. In the case of the SkillsLab at the Dorothea Erxleben Lernzentrum Halle (Saale) at the Martin Luther University Halle (Saale)-Wittenberg, this meant in relation to the communication courses that a considerable proportion of the simulation participants of advanced age or with pre-existing conditions were suddenly no longer available for conversation simulations in teaching.Project description: In the course of the seminar “Conversation with relatives – dealing with relatives” in the 8 semester, the conversation simulation was therefore adapted at short notice and converted into a telephone conversation. Thus, the simulation subjects were able to participate remotely and the students had the opportunity to test their doctor-patient conversation skills with regard to telephone calls in a safe environment. Results: The focus on nonverbal techniques and the departure from the usual face-to-face setting was perceived by students and simulation subjects alike as a positive stimulus and particularly challenging. The lack of visual impressions had made empathic conversation more difficult. Discussion and Conclusions: The positive experiences from this project should be used to expand the communication curriculum in the future to include telephone-based conversations with simulation subjects. Ideally, it would then be possible for the simulation persons to be present in the future after the conversation for feedback mediation and group discussion.

Introduction Facilitated communication practice with simulated patients (SPs) is a highly effective form of communication training. Unfortunately, little guidance exists on writing SP cases. Methods We created a curriculum composed of a case-development workbook and case-writing session with input from national communication educators. In November 2017, we implemented the curriculum in a Teaching Communication Skills course for medical educators. Educators divided into four groups to write cases. Primary outcome was the number of criteria that cases fulfilled. Secondary outcomes were SP evaluation and educator-reported confidence and satisfaction. Results Seventeen medical educators (including 15 fellows) completed the curriculum. Four new cases were analyzed against 24 criteria and compared to eight cases written by educators following a previous curriculum. An SP evaluated ease of portrayal for all 12 cases on a 5-point Likert scale (1 = poor, 5 = excellent). Educators completed precurriculum and postcurriculum surveys. Compared to the previous curriculum, cases based on the new curriculum incorporated 26% more case criteria (70% or 16.8 criteria/case vs. 96% or 23.0 criteria/case, p < .01). Ease-of-portrayal rating improved but did not differ statistically (mean: 2.8 vs. 4.5, p = .11). A moderate correlation was found between number of included case criteria and Likert-scale rating (rs = .61, p = .03). Pre- and postcurriculum, educators reported significant increases in confidence (mean: 1.9 vs. 4.0, p < .01) and high curricular satisfaction (mean: 4.8). Discussion A case-development workbook and case-writing session increased the quality of newly developed SP cases as assessed by prespecified case criteria.

Previous work (FORECAST) has shown that concerns of breast cancer patients after finishing radiotherapy are responsive to conversations with radiographers during the treatment period. This study seeks to further understand radiographer and patient experiences, determine shared priorities for improvement in clinical interaction and develop communication guidelines and training to help radiographers support patients. Methods: Using the principles of Experience-Based Co-Design, semi-structured interviews were held with N = 4 patients (videoed) and N = 4 radiographers, followed by feedback events (N = 7) to validate findings. Patients and radiographers exchanged experiences in a joint co-design session, agreed with shared priorities and generated ideas for further support. A survey was conducted for process evaluation. To scale up findings, UK-wide representatives from patient networks (N = 8) and radiographers and managerial staff (N = 16) provided consultative input utilizing an iterative, adaptive procedure. Results: Radiographers expressed a need for support with "difficult conversations," especially those on Fear of Cancer Recurrence, and their appropriate management. Important pointers for reassuring communication were identified, including: being treated like a person, knowing what to expect, and space to ask questions. The co-design process was rated positively by both staff and patients. Thematic collation of findings and mapping these on literature evidence resulted in the "KEW" communication guidelines for radiographers: Know (Confidence; Expectations; Person), Encourage (Emotions; Space; Follow-up), Warmth (Start; Normalize; Ending). National stakeholder consultations validated and helped fine-tune the training model. The resulting training package, included: trigger videos (n = 6), a simulated patient scenario and interactive handouts on fears of cancer recurrence and the patient pathway. Conclusions: The co-design process captured good practice to help standardize quality in empathic communication in the radiotherapy service. The resulting KEW: Know, Encourage, Warmth guidelines, and training package are user-centered as well as evidence-based. Supplementing single-site co-design with national consultative feedback allows for the development of interventions that are relevant to the clinical practice, even in detail, and helps to generate appropriate buy-in for roll out on a wider scale after evaluation. Trial Registration: www.ClinicalTrials.gov ID: NCT03468881 [ABSTRACT FROM AUTHOR]

Background: We used a quality improvement framework to transform two-day and in-person advanced communication training (ACT) course into a remote ACT (Re-ACT) format to help clinicians improve serious illness conversation (SIC) skills.Measures: We assessed the reach, impact, and costs of Re-ACT and compared these measures to in-person ACT courses.Interventions: About 45-60 minutes of synchronous, remote sessions consisting of a didactic introduction to SIC skills, tailored to the SARS-Cov-2 (COVID-19) crisis, and a live demonstration of SICs with patient-actors.Outcomes: The transition to Re-ACT sessions resulted in reaching a greater number of clinicians in less time, although depth of content and opportunities for skill practice decreased. Although both formats were well received, Re-ACT respondents felt less prepared than ACT respondents to use SIC skills. The costs of Re-ACT were significantly less than in-person ACT courses.Conclusions/lessons Learned: We provided effective and well-received SIC training during a time of crisis. Future work should further define the optimal mix of in-person and remote experiences to teach SIC skills. [ABSTRACT FROM AUTHOR]

This study identifies key characteristics of current science communication training programs based in North America. We report findings from semistructured interviews conducted with science communication trainers (N = 32) that examined programs' curricula, trainees, and impacts. Findings suggest that the current landscape of science communication training is one where a range of well-intentioned individuals and groups provide guidance to mostly self-selecting scientists. Training typically involves helping scientists find and refine their own message and then expecting these individuals to find their own opportunities to communicate. Programs commonly emphasize technical communication skills more than strategy, rarely conduct robust evaluation, and are not typically designed to enhance inclusivity. Researcher-trainer partnerships can help maximize the reach and positive impacts of these programs. [ABSTRACT FROM AUTHOR]

Supplemental digital content is available in the text. Communication is vital to quality palliative care nursing particularly when caring for someone with a chronic life-limiting illness and their family. Conversations about future decline and preferred care are considered challenging and difficult and are often avoided, resulting in missed opportunities for improving care. To support more, earlier, better conversations, health care organizations in British Columbia, Canada, adopted the Serious Illness Care Program inclusive of the Serious Illness Conversation Guide developed by Ariadne Labs. Workshops for interprofessional team members have been held throughout the province. Nurses and allied health identified the need for more guidance in using the guide in the contexts of their clinical practice. Specifically challenging has been prognosis communication that falls within the scope of practice for each profession. Informed by workshop feedback, an expert team of nurse clinicians and educators tailored an interprofessional clinician reference guide to optimize the guide's use across health care settings. In this article, we present the adaptations focusing on (1) the role of nurses and allied health in serious illness communication, (2) prognosis communication, and (3) a range of role-play scenarios specific to nonphysician practice for serious illness conversations that may arise within the process of care. [ABSTRACT FROM AUTHOR]

Due to the direct impact science has on society, it is important for scientists to communicate with the general public (Rose et al., 2020). There are various means of communication that scientists may choose to disseminate their research. Recently, Bowman et al. (2018) assessed how often Extension personnel at a land-grant institution used various communication skills, how important they perceived each skill to be, and how comfortable they were performing them. Land-grant institutions have different communication expectations for their faculty than those at non-land-grant institutions. Therefore, this study focused on the Use, Comfort, and Importance of communication skills according to faculty members at a non-landgrant university. Survey data were collected from 57 (N = 57) faculty members at Texas Tech University, a non-land-grant institution, within its College of Agricultural Sciences and Natural Resources. Average Use, Comfort, and Importance scores were calculated for each communication skill and categorized as high, average, or low. These scores indicated whether the faculty members at this non-land-grant institution had adopted each communication skill according to Rogers' Innovation Diffusion Process. [ABSTRACT FROM AUTHOR]

With nearly 40,000 employees and physicians spread across 14 states, a robust system was needed to engage front line teams at the point of care to meaningfully enhance patient and family communication practices in Prime Healthcare, an award-winning, community hospital system with 45 hospitals. Among its key elements, Prime’s system-wide road map for deploying relationship-centered communication tools involved identification of and investment in frontline champions, education that was synchronized with leader-deployed digital rounding, and online self-reflection modules that promoted true behavior change. This economical and easy-to-follow road map is shared for others seeking a high return on investment from their patient experience efforts. Experience Framework This article is associated with the Quality & Clinical Excellence lens of The Beryl Institute Experience Framework. (http://bit.ly/ExperienceFramework) Access other PXJ articles related to this lens. Access other resources related to this lens.

The article presents the experience of the communication training for young people with visual and hearing impairments. Boys and girls aged 16–25 with simultaneous hearing and visual impairments of varying severity took part in the group trainings. The variety of means of communication used by them described, conditions of effective training work outlined. The results showed that young people with visual and hearing impairments demonstrate a fairly high level of possession of various means of communication without pronounced additional violations. Communicative needs and preferences in young people with visual and hearing impairments are age-appropriate. Communication training allows the following: to eliminate some of the objective communicative difficulties which are exists in deaf-blind people, to motivate participants to show initiative in communication, to learn new about each other. Also communicative training creates a positive experience of communication with a wider range of people. The most important result is the opportunity to talk about ones feelings in a supportive atmosphere.

Serious games are increasingly being used for training of social skills. The main idea is to create a virtual environment in which a trainee can interact with graphically embodied virtual characters. By designing scenarios in such way that the character’s behaviour provides direct feedback on the correctness of the trainee’s choices, an interactive learning experience is created. This paper explores the potential of this approach in the domain of law enforcement. A prototype has been developed of a serious game that enables police academy students to train their communicative skills. A pilot study with 41 students has been conducted. The results show that this is a promising instrument for education in this domain, but also point out several suggestions for improvement.

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Objective: Communication between patients and end-of-life care providers requires sensitivity given the context and complexity involved. This systematic review uses a narrative approach to synthesise clinicians' understandings of communication in end-of-life care.Methods: A systematic, narrative synthesis approach was adopted given the heterogeneity across the 83 included studies. The review was registered prospectively on PROSPERO (ID: CRD42019125155). Medline was searched for all articles catalogued with the MeSH terms "palliative care," "terminal care" or "end-of-life care," and "communication". Articles were assessed for quality using a modified JQI-QARI tool.Results: The findings highlight the centrality and complexity of communication in end-of-life care. The challenges identified by clinicians in relation to such communication include the development of skills necessary, complexity of interpersonal interactions, and ways in which organisational factors impact upon communication. Clinicians are also aware of the need to develop strategies for interdisciplinary teams to improve communication.Conclusion: Training needs for effective communication in end-of-life contexts are not currently being met.Practice Implications: Clinicians need more training to address the lack of skills to overcome interactional difficulties. Attention is also needed to address issues in the organisational contexts in which such communication occurs. [ABSTRACT FROM AUTHOR]

The education of the young Bernese medical students is problem-based as well as practice-oriented. The didactical concept of the Bachelor Studies is a guided self-study accompanied by concept lectures and interactive tutorials. The clinical skills are taught in a highly structured way, beginning with e-learning, seminars and Bedside Teaching. The Master Studies are based on evidence-based clinical education. The well-structured internships are the heart of the Bernese Master Studies; they enable the early inclusion of the students in the medical practice of the various healthcare disciplines. The communication trainings as well as the sonography courses are examples for the innovative development of the Bernese curriculum. The rotations in GP practices give an insight into the primary healthcare. [ABSTRACT FROM AUTHOR]

Objective: The present study explores students' perspective on the added value of a virtual patient (VP) simulation as part of a breaking bad news training in undergraduate medical education.Methods: The VP simulation allows trying out and practicing different ways of disclosing a cancer diagnosis to a VP (avatar) and to react to emotionally-laden patient statements with the opportunity of self-observation through video recording. After testing the simulation, 23 students shared their experience in focus groups analyzed using thematic analysis.Results: Self-observation is the most valued feature of the simulation, because it enables users to reflect on their behaviors and adjust them. The competences developed are otherwise technical (e.g., organization of information) and concern less interactional competences. Areas for improvement of the simulation are the interactivity, quality, and diversity of the VPs.Conclusion: The findings show that VP simulations help develop technical communication competences and are best suited as add-ons to other forms of training, in which relational aspects can be targeted. Self-observation is especially valued because it allows for a critical view regarding one's own communication behaviors in a stress-free environment.Practice Implications: The proposed simulation is beneficial as an add-on to lectures, supervision, and simulated patient interviews. [ABSTRACT FROM AUTHOR]

U.S. undergraduate business communication (BCOM) classes teach students workplace communication fundamentals, but may not build the cross-cultural communication (CCC) skills that learners will need in today's global workplace. This project surveyed BCOM instructors and students about the importance of including cross-cultural material in BCOM classes. While all instructors considered it at least moderately important to include CCC material, most covered the subject briefly. Students showed interest in receiving CCC training in their BCOM courses but received limited information about it in their classes. Incorporating CCC comprehensively and systematically into BCOM classrooms may help students become competent intercultural communicators. [ABSTRACT FROM AUTHOR]

This brief report describes a large-group application of the Communication Partner Instruction (CPI) training model as a means of improving the interactive skills of stakeholders who communicate with individuals with severe intellectual disabilities presenting complex communication and physical profiles. Findings support CPI for large stakeholder groups as study participants reported general satisfaction with both the training sequence and their use of skills learned 1 year post training. [ABSTRACT FROM AUTHOR]

When a person in crisis threatens suicide, police negotiators engage them in a conversation to prevent death. Working in small teams, the primary negotiator's role is to talk directly to the person in crisis. A secondary negotiator, working "behind the scenes," supports the ongoing negotiation. Using 31 hours of audio‐recorded British negotiations, we uncover the backstage work of secondary negotiators. We use conversation analysis to identify the sequential position, linguistic form, and action of the secondary negotiator's interventions on (1) the delivery (e.g. "sound angry") and (2) next actions (e.g. "say please," "try asking them to move") of the primary negotiator, and how the primary incorporates them into the negotiation. Our analysis shows that, while some suggestions were effective, others disrupted the flow of the negotiation as well as the alignment between primary negotiator and person in crisis. The paper augments current sociolinguistic understandings of the high‐stakes language activity of crisis negotiation and highlights the importance of attending to linguistic features of interaction when training negotiators to work better as a team. [ABSTRACT FROM AUTHOR]

Background: One of the core symptoms of behavioural variant frontotemporal dementia (bvFTD) is the early loss of social cognitive abilities, which has a deteriorating impact on everyday interaction and the quality of dyadic relationships. Marte Meo® (MM) counselling is a video-based intervention that aims to maintain or improve the quality of dyadic relationships. This non-randomized mixed-method study aimed to evaluate the feasibility of the intervention in practice with primary carers of persons with bvFTD as well as the feasibility of a future confirmatory trial. Methods: A pilot effect study with a quasi-experimental, one-group, pre-post design and double pre-measurement was conducted. Data were collected at three time points (t0, t1 after 2 weeks, and t2 after 6 weeks) using videography and several measurement instruments. Between t1 and t2, each primary carer received five MM counselling sessions. The outcomes included positive and negative affect, behavioural and psychological symptoms in dementia (BPSD), the interpersonal abilities of the person with dementia, the sensitivity and distress of the primary carers due to BPSD, the manageability of BPSD, the personal goal attainment by means of MM counselling, and the quality of the dyadic relationships. The pilot process evaluation focused on the primary carers' and the interventionist's perceived benefits and perceptions of the intervention process using questionnaires and interviews. Results: Five dyads were enrolled. Regarding the feasibility of the intervention, MM counselling seems to be appropriate and useful for the target group. Although the recruitment of persons with reliable bvFTD diagnoses was very time consuming and complex, the intervention was well accepted by the dyads, and regarding goal attainment, all carers benefited as much or even more than they expected. The study also showed that the benefits of MM counselling depend on whether the primary carer has accepted his/her relative's dementia. Regarding the feasibility of a future confirmatory trial, certain outcomes, particularly positive affect, distress due to BPSD, and the quality of the dyadic relationship, seem to be appropriate for describing possible effects. Conclusion: Overall, the intervention seems feasible for this target group. A future confirmatory trial should be planned as a multicentre pilot trial with an extension option. Trial registration: DRKS00014377. Registered retrospectively on April 11, 2018. [ABSTRACT FROM AUTHOR]

Objective: This paper reports on the continuation of an initial study that demonstrated the effectiveness, as rated by experts, of an undergraduate training in breaking bad news (BBN) using simulated patient (SP) and individual feedback. The current study aimed to further explore whether such an individualized training approach also has positive effects from the perspective of the patient, using the analogue patient (AP) methodology.Methods: A subsample of 180 videotaped interviews with SPs were selected from the existing data set (N = 332), consisting of 60 pre- and post-training interviews of students benefiting from the individualized approach (intervention group) and 60 post-training interviews of students having small-group SP training and collective supervision (comparison group). Sixty-eight APs-healthy untrained observers-were asked to view the videotaped interviews while "putting themselves in the patient's shoes" and evaluate satisfaction, trust, liking, and the competence of medical students.Results: The intervention group students improved significantly from pre- to post-training on several dimensions evaluated by the APs: patient satisfaction, trust in the student, liking of the student, and perceived medical competence. Increased AP satisfaction was related to different changes in students' communication behavior between pre- and post-training: increase in positive talk, emotional responsiveness, biomedical and psychosocial information, and biomedical counseling. There was no significant between-group difference at post-training.Conclusions: AP evaluation showed significant improvement between pre- and post-training. This result provides additional and complementary evidence of the positive effects of individualized training in BBN from the AP perspective, a proxy of (real) patients. [ABSTRACT FROM AUTHOR]

Accessing full-day communication skills training can be challenging for health professionals working in cancer care. This study aimed to examine the effectiveness of Communicating Actively, Responding Empathically (CARE Express), a modified 2-h communication skills training course, across measures of health professional confidence, skills and attitudes. Cancer care health professionals (n = 147) were recruited from allied health, nursing and medical disciplines, using a partial randomisation to allocate to three arms: control, two-hour training (CARE Express) and 1-day training (CARE). Perceived confidence and skills were measured by self-report using a purpose-built scale, and written responses to a challenging clinical encounter were obtained at baseline, post-training and three-months post-training. Attitudes toward psychosocial issues were evaluated with the Physician Belief Scale at baseline and 3 months post-training. No changes were observed in the control group (n = 50) from baseline to 3 months follow-up. Participants in the CARE Express (n = 48) and CARE (n = 49) groups had significant improvement in confidence in identifying/responding to emotions between baseline and 3 months post-training (p < 0.001), as well as their attitude toward psychosocial care (p < 0.001). A significant increase in "acknowledging" responses from baseline to 3 months was also observed for CARE Express and CARE (p < 0.001), with no difference between groups. CARE Express and CARE resulted in changes in confidence in emotional identification/response, psychosocial focus and communication skills maintained at 3 months post-training. Whilst the 1-day workshop has been regarded as gold standard, this study has revealed positive outcomes with a modified 2-h version, thus offering a potential alternate training model. [ABSTRACT FROM AUTHOR]

Background: Communication training is a hallmark of palliative care education. The purpose of this article is to report on the development, exploratory outcomes, and lessons learned from a pilot project, "TeamTalk," which adapted VitalTalk methodology for interprofessional learners. Materials and Methods: TeamTalk included a series of interactive workshops led by an interprofessional faculty team at a health sciences university. Teaching methods were small group discussion, reflection, and high-fidelity simulated patient/family encounters, using a "Skills and Capacities" handout. The course was offered between January and May of 2015 and 2016 to medical fellows, advanced practice nursing students, and chaplain interns. Pre- and post-test design and qualitative data analysis were used to assess the learners' response to the TeamTalk curriculum. Validated instruments assessed attitudes toward interprofessional collaboration and self-confidence for interprofessional communication. Results: Sixty-one learners participated in TeamTalk over two academic years. Attitudes toward interprofessional collaboration improved from pre- to post-test (126.1 ± 6.9–130.0 ± 7.1; p < 0.01) with no difference among the professional groups. Self-confidence for interprofessional communication improved in "eliciting the contributions of colleagues, including those from other disciplines" (p < 0.001) for all learners during year two; chaplains improved in the greatest number of areas (15/19), followed by nurses (7/19) and physicians (4/19). Learners expressed appreciation for the opportunity to explore their professional roles together with other professions. Conclusion: Preliminary findings indicate that TeamTalk improved attitudes toward interprofessional collaboration and self-confidence for participating on an interprofessional team. The lessons derived from creating and implementing this course may be applicable to interprofessional education in serious illness management. [ABSTRACT FROM AUTHOR]

Introduction: Interprofessional communication (IPC) enhances patient experiences and outcomes and improves well-being and satisfaction among health care professionals. This scoping review seeks to guide design of IPC training in internal medicine. Methods: The framework of Arksey and O'Malley (2005) guided this systematic scoping review in internal medicine across PubMed, Embase, CINAHL, Scopus, PsycINFO, ERIC, JSTOR, and Google Scholar databases for publications from the years 2000 to 2018. Results: Twenty-two thousand eight hundred seventy-four abstracts were retrieved, 326 full-text articles were reviewed, and 32 articles were included. The themes identified using directed content analysis were indications for an IPC program, training stages, and obstacles. The rationale for IPC programs was to improve interprofessional teamwork and enhance patient care. IPC training occurs in five stages beginning with instilling the role, value, and skills behind IPC and gradually practicing these skills within the clinical setting. The challenges to IPC highlight the need to confront workplace hierarchies and the lack of resources. Discussion: The findings of this systematic scoping review also serve to underscore the importance of understanding, evaluating, and influencing the clinical environment and the work environment and the need for new assessment tools that will guide the individualized, longitudinal, competency-based learning process that underpins IPC training. [ABSTRACT FROM AUTHOR]

BACKGROUND: Respiratory therapists (RTs) should communicate with patients in a way that leads to patients understanding their discharge plans and medical device instructions. The teach-back method is a patient-centered, health-literate technique that allows health care professionals to confirm patient understanding. The purpose of this mixed-methods pilot study was to measure the use of teach-back by first-year undergraduate RT students in a simulation-center experience after a 1-h teach-back skills training. METHODS: First-year RT students' health literacy knowledge and belief in communication skills were measured using a pre- and post- survey about their knowledge and beliefs. A 1-h health literacy and teach-back skills training lecture (ie, intervention) was delivered after the pre-testing. RT students were then assessed for teach-back use during a regularly scheduled simulation center experience. Their experiences were recorded in a semistructured interview immediately after the simulation-center experience. RESULTS: 14 of 20 RT students used teach-back in the simulation center. Knowledge scores increased from 8.278 to 8.944 postintervention, and the median scores for belief increased from 111 to 117 postintervention. There was a statistically significant postintervention increase in knowledge scores (P < .001) and in communication belief scores (P = .038). Thematic content analysis revealed 2 primary themes for teach-back use: to confirm patient understanding and to confirm proper use of medical devices. Teach-back was not used due to the discharge scenario used in the simulation center, due to the student forgetting and/or being nervous, due to how engaged the patient was, or due to individual communication style. CONCLUSIONS: Results from our pilot study indicate that RT students may benefit from a 1-h health literacy and teach-back skills training. Furthermore, we identified reasons why the teach-back method was not used and determined what communication training students perceived would be helpful. Our findings can be used to help improve and implement communication skills training in the RT curriculum. [ABSTRACT FROM AUTHOR]

Abstract Background Cross-year peer tutoring (CYPT) of medical students is recognized as an effective learning tool. The aim of this study is to investigate the non-inferiority of the objective outcome of medical interview training with CYPT compared with the results of faculty-led training (FLT), and to explore qualitatively the educational benefits of CYPT. Methods We conducted a convergent mixed methods study including a randomized controlled non-inferiority trial and two focus groups. For the CYPT group, teaching was led by six student tutors from year 5. In the FLT group, students were taught by six physicians. Focus groups for student learners (four tutees) and student teachers (six tutors) were conducted following the training session. Results One hundred sixteen students agreed to participate. The OSCE scores of the CYPT group and FLT group were 91.4 and 91.2, respectively. The difference in the mean score was 0.2 with a 95% CI of −1.8 to 2.2 within the predetermined non-inferiority margin of 3.0. By analyzing the focus groups, we extracted 13 subordinate concepts and formed three categories including ‘Benefits of CYPT’, ‘Reflections of tutees and tutors’ and ‘Comparison with faculty’, which affected the interactions among tutees, tutors, and faculty. Conclusions CYPT is effective for teaching communication skills to medical students and for enhancing reflective learning among both tutors and tutees.

Teaching an infant manual signs is beneficial as it promotes early communication, improves socialization, and can functionally replace behaviors such as crying and whining. Improving early communication also may reduce the probability of an infant engaging in dangerous behavior, like unsafe climbing. The purpose of this study was to extend Thompson et al. (Journal of Applied Behavior Analysis 40:15-23, 2007) by teaching an 8-month-old infant, who was noted to display developmental delays, to sign for "help" when preferred items were inaccessible. Similar to Thompson et al., delayed prompting and differential reinforcement was efficacious in teaching the infant to sign for "help," and the skill generalized to situations that were previously associated with unsafe climbing. However, undesirable generalization of signs for "help" when the infant could independently access the items was observed. Additional teaching was necessary to ensure signing for "help" occurred under appropriate antecedent control., Supplementary Information: The online version contains supplementary material available at 10.1007/s40616-023-00198-9., Competing Interests: Conflicts of interestThe authors have no potential conflicts of interests to disclose., (© Association for Behavior Analysis International 2023. Springer Nature or its licensor (e.g. a society or other partner) holds exclusive rights to this article under a publishing agreement with the author(s) or other rightsholder(s); author self-archiving of the accepted manuscript version of this article is solely governed by the terms of such publishing agreement and applicable law.)

Aims and objectives: To evaluate (a) the perceived effects of the training provided to nurses under a standardised Connect, Ask, Respond and Empathise (CARE) protocol; (b) the ability to enhance the effectiveness of the ISBAR checklist; (c) any increase in nurses' spoken interactions and/or improved comprehension of the patient conditions upon the transfer of responsibility. Background: Nursing handover is a pivotal act of communication with effects on both patient safety and risk management. Previous studies of critical incidents have highlighted ineffective communication, including a lack of interaction and incomplete and unstructured handovers, as a major contributor to patient harm. Design: A pre‐ and post evaluation study involving a questionnaire survey before and after the 3‐hours training. Methods: Forty‐nine randomly selected bilingual nurses with no previous professional development experience in handover communication were trained according to the CARE protocol, and their perceptions of nursing handovers were assessed before and after training using questionnaire. The STROBE checklist is used (See File S1). Results: Training of the CARE protocol improved key areas of the handover process. All participating nurses exhibited significant improvements in their perceptions of effective handover from before to after training. Particularly, improvements were observed in the interactive frequency and quality and completeness of the presented patient information per handover. Conclusions: The nurses reported a deeper understanding of their perceptions of handover after a patient‐centred intervention, a better quality of interactions (e.g., querying and checking by incoming nurses), a greater focus when managing handovers and a more complete and comprehensive transfer of information between nurses. Relevance to clinical practice: CARE protocol‐based training yielded significant improvements in nursing handover practice. [ABSTRACT FROM AUTHOR]

The aim of this article is to present a communication skills training curriculum for nursing students, based upon phenomenology. Research shows that nurses have difficulty prioritizing dialogue with patients, due to lack of time, organizational and cultural factors. Like other health care professionals, nurses may also have difficulties communicating with patients due to personal fears and shortcomings. The communication training curriculum based upon phenomenology aims at systematically training students to stay focused upon patients' and relatives' narratives, allowing them to reflect upon and better understand their current situation. This approach to communication is applicable in any clinical situation where it important to provide space for the patients' experiences. The philosophical principles guiding the training are presented here as well as the practical steps in the program. Finally, the approach is compared to other common communication methods used in nursing (motivational interviewing, caring conversations, empathy training). The authors hope that the article will highlight the nurses' role as dialogue partner as well as emphasize the importance of communication skills training in nursing education. This approach can be refined, tested and modified in future research and may serve as an inspirational model for creating a generic communicative competence for nurses. This research did not receive any specific grant from funding agencies in the public, commercial, or not-for-profit sectors. • The need for generic communication skills for nurses. • Communication training program for nurses based on phenomenology. • Theoretical and practical model for nurses' communication in clinical encounters. [ABSTRACT FROM AUTHOR]

In 2017, EACH celebrated its change of name from European Association for Communication in Healthcare to EACH: International Association for Communication in Healthcare. This paper aims to present the developments and achievements of EACH over the past five years with a focus on its mission in promoting and advancing the field of communication in healthcare. Specifically, the paper focuses on how EACH, first, promotes research in the field of health communication, second, provides support, resources and sharing for healthcare communication teachers and, third, aims at influencing policy through dissemination of evidence. This paper also explores future challenges and directions for EACH to further strengthen its impact by designing activities in knowledge transfer and knowledge dissemination, engaging with patients and truly benefitting from their expertise, fostering active participation and networking among its members, targeting interventions to the needs of different countries around the world and refining knowledge-sharing and cooperation both within the membership of EACH and outside the association to as wide an audience as possible. Scholars, educators and practitioners active in the field of healthcare communication are invited to comment on this paper and to actively contribute towards the goals of EACH. [ABSTRACT FROM AUTHOR]

Background: Code status discussions (CSDs) can be challenging for many clinicians. Barriers associated with them include lack of education, comfort level, and experience. Objective: To conduct an educational intervention to improve knowledge and communication approaches related to CSDs. Design: A cross-sectional multidisciplinary educational intervention was conducted over one year consisting of an interactive presentation, live role-play, and pre- and post-intervention tests to measure impact of the formal training. Evaluations and comments were also collected. Setting/Subjects: Attending physicians, nurses, residents, fellows, and physician assistants (PAs) at an urban community teaching hospital of 500 beds serving an ethnically diverse population. Measurements: Data from pre- and post-intervention tests evaluating knowledge and communication approach regarding CSDs were collected. Participants completed a qualitative evaluation of the program. Results: There were 165 participants: 29 attending physicians, 26 residents, 17 fellows, 18 PAs, and 75 nurses. All (100%) completed the pre-intervention test and 154 (93.3%) completed the post-intervention test. There was an overall improvement in scores, 43.8% pre-intervention to 75.6% post-intervention (p-values <0.005). Attending physicians and fellows had the highest pre-intervention scores, while nurses and PAs had the lowest. Most participants (97%) reported they learned new information and 91% stated they would change patient management. Conclusions: Our study found that a brief educational intervention with multipronged teaching tools improved knowledge concerning CSDs. Participants felt it provided new insights and would change their practice. This study contributes to the literature by examining CSD training across different disciplines, allowing for cross-group comparisons. Future studies should try to correlate educational interventions and clinician knowledge with clinical practice outcomes. [ABSTRACT FROM AUTHOR]

Problem: Neonatal Intensive Care Unit (NICU) clinicians must frequently relay difficult news to patient families, and the need for formal training for NICU trainees to develop this skill has been established. Although previous studies have shown improved trainee self-efficacy and comfort in handling difficult conversations after formal communication training, it remains unclear whether these interventions lead to improved objectively assessed short-term and long-term performance. Intervention: A simulation-based intervention emphasizing the SPIKES protocol for delivery of bad news was implemented for 15 fellows in the 3-year Baylor College of Medicine Neonatal-Perinatal Medicine fellowship program in the 2013–2014 academic year. Simulations involved video-recorded encounters between each fellow and a standardized parent (SP) involving communication of difficult news. Each fellow was evaluated before (preintervention), immediately after (postintervention), and 3–4 months after the intervention (follow-up) with an (a) evaluation of video-recorded sessions by two expert raters blinded to the timing of the encounter (blinded rater evaluation [BRE]), (b) Self-Assessment Questionnaire, (c) Content Test evaluating knowledge of taught concepts, and (d) SP evaluation (SPE). Context: The 1st- and 2nd/3rd-year fellows participated in the study at separate times in the academic year to accommodate their schedules. First-year fellows had had more prior communication training and less NICU clinical experience than the 2nd/3rd-year fellows at the time of their intervention. Outcome: Although all fellows displayed improved Self-Assessment and Content Test scores at postintervention with retention at the follow-up assessment, the BREs showed no statistically significant improvement in postintervention scores and showed a decline in follow-up scores. First-year fellows had higher BRE postintervention scores than the senior fellows. SPEs showed no difference in scores at all 3 assessment stages. Lessons Learned: As previously described in the literature, trainee self-efficacy and knowledge may improve in the short term and long term with a simulation-based curriculum in communication of difficult news. However, these results may be inconsistent with those of objective evaluations by expert raters and standardized parents. The impact of the curriculum may be heightened if it reinforces previously learned skills, but the effect may wane over time if not reinforced frequently with additional formal training or in the clinical setting. The results of this study highlight the importance of objective assessments in evaluating the utility of a simulation-based communication curriculum and the need for longitudinal curricula to promote retention of the concepts and skills being taught. [ABSTRACT FROM AUTHOR]

Aims and objectives: To review communication interventions that aim to improve regular care interactions between people with dementia and their carers in various settings; and to examine the impact of such interventions on both carer and care‐receiver outcomes. Background: Effective communication is imperative to ensure quality of care for people living with dementia. Due to neurodegenerative changes, people with dementia encounter ongoing and progressive difficulties in both understanding and expressing themselves. This in turn creates challenges for carers, which highlights the need for equipping them with necessary communication skills to respond to the specific communication needs of people with dementia. Design: Systematic review and meta‐analysis. Method: Medline, Embase, CINAHL, ProQuest and PsycINFO databases were searched for eligible interventions with any date of the publication. Hand searching was also conducted through reviewing the reference lists of relevant articles. The screening and selection of studies were based on the inclusion/exclusion criteria for eligibility and the methodological quality assessment checklist. Random‐effects meta‐analyses were conducted on comparable quantitative data. The review is reported following the PRISMA reporting guidelines. Results: Seventeen studies were included in the final review, including 12 randomised controlled trials (RCTs), three nonrandomised controlled trials (NRCTs) and two controlled before–after interventions. The intervention designs, settings and outcome measures were varied. The findings suggest that the communication training had a positive impact on both carer and care‐receiver outcomes, albeit to different degrees. The intervention effects were found to be strongest on carer communication skills and knowledge. Conclusion: There is solid evidence for the positive impact of communication training on the skills and knowledge of carers. More research is needed regarding the effects of such educational interventions on carer physio‐psychological outcomes and care‐receiver neuropsychiatric symptoms. It is important to establish best practices in training design, develop validated outcome measures and adopt consistent reporting approaches. Relevance to clinical practice: The increasing global prevalence of people with dementia manifests across clinical and community contexts. The profound impact of dementia on communication and associated care raises the imperative for enhanced health worker and carer communication skills to meet the needs of this particular client group. The findings of this review indicate that educational interventions incorporating face‐to‐face and diverse instructional delivery methods in dementia communication showed positive outcomes for communication skills in all carer groups and warrant inclusion as strategies in dementia training. [ABSTRACT FROM AUTHOR]

Abstract Background Simulation-based learning (SBL) is beneficial for training health care professionals in advance care planning (ACP) or end-of-life communication. Methods ACP SBL intervention with actors was developed for outpatient nurses (n = 13) based on Jeffries' simulation design framework. Quasi-experimental design examined pre-post differences in knowledge, self-confidence, and behaviour. Qualitative description explored benefits, improvements, and impact on clinical practice. Results SBL elicited a statistically significant change in participants' self-confidence in initiating (z = -2.859, p =.004) and revisiting (z = −2.565, p =.010) ACP conversations. Qualitative findings supported increased knowledge, self-confidence, and understanding with some reported implementation into clinical practice. Conclusions With appropriate training, nurses may be better engaged in ACP. Highlights • Development and pilot of advance care planning simulation-based learning intervention. • Thirteen outpatient nurses participated in intervention with trained actors. • Increased self-confidence in initiating and revisiting advance care planning after training. [ABSTRACT FROM AUTHOR]

Domestic violence (also named as domestic abuse, battering, or family violence) is a pattern of behaviour which involves violence or other abuse by one person against another in a domestic setting, such as in marriage or cohabitation. Domestic violence against women can be categorized as physical, sexual, psychological or economical violence. It can be seen that women exposed to such types of violence develop physical or psychological problems, even in some cases the violence ends up with domestic homicide or suicide. It is thought that an educational program which will enable these women to reconstruct their self-esteem and look to the future with hope with healing and developing skills should be prepared. Therefore, Elimination of Violence Communication Training Program was prepared and it is aimed to find the effectiveness, positive/negative conditions occurring during the application of the program or the shortcomings of the program. In this experimental research, pre and post-test control group design was used. The duration of the application of the study was 16 sessions (48 hours). Quantitative data were gathered through "Family Evaluation Scale", which highlights the dimensions of domestic violence against women within the family; "Violence within the Family Scale", which highlights the violence experiences; "Communication Skills Evaluation Scale", which highlights the communication skills; "Life Satisfaction Scale", which scales the life experiences of the participants. In addition, the quantitative data were supported with observation forms, interview records and forms including participant opinions. The participants of the experimental group showed no meaningful relationship between their pre and post test results in terms of communication skills, whereas the sub-categories of violence within the familyverbal violence, emotional response of family functionality, and behaviour control-showed meaningful relationship in favour of post-test and it was found that the mean of pre and post test results of the experimental group showed an increase in favour of post-test in terms of all dimensions of the scale. [ABSTRACT FROM AUTHOR]

This study investigated how communication scholars view scientists' public engagement as well as differences between how these scholars and natural and physical scientists think about the topic. The study used surveys of authors who recently published in five journals related to science communication alongside surveys of scientists from three prominent professional science societies. The results suggest that communication scholars (N = 362) shared some views with the scientists (N = 307, 373, 372) regarding scientists' performance, factors that influence engagement activities, and communication objectives, but potentially important differences were observed as well. Scientists have more positive beliefs about engagement norms and also rate their engagement efficacy relatively high. But communication scholars have higher expectations for online engagement amount. The findings address gaps in perceptions and performances from these two communities and suggest areas of potential emphasis for science communication training. [ABSTRACT FROM AUTHOR]

Background: Effective patient-provider communication enables shared decision-making and leads to improved patient satisfaction, treatment adherence and health outcomes. The ideal time for developing effective patient-provider communication skills is during a student's clinical training, yet few medical schools have a formal communication curriculum during the clinical year. Methods: We developed a communication curriculum for third-year medical students during clinical training, involving videotaped mock patient interactions and direct instruction by a communication professor. The final mock interviews of the intervention group (n = 10) and the control group (n = 9) were assessed by three blinded communication professors using a communication assessment tool. Results: Students who received the communication intervention scored higher than controls overall and in each of four subcategories (identification convergence, information seeking, information giving, nonverbal behaviors), a pattern statistically significant using a one-tailed sign test (P = 0.031). The intervention group's subscore for information giving was also significantly higher (Wilcoxon Rank Sum test, P = 0.047). Discussion: The communication intervention was successful in improving the students' communication skills, especially information giving, which is critical to enabling patients to make informed decisions in shared decision-making. A curriculum emphasizing the practical application of communication skills in the clinical year can produce measurable improvements in medical students' communication. [ABSTRACT FROM AUTHOR]

Background: Education and training for interdisciplinary pediatric providers requires training in principles of palliative and end-of-life (EOL) care. The experiences of bereaved parents can inform and enhance palliative care educational curricula in uniquely powerful and valuable ways. The objective of this study is to present an innovative palliative care educational program facilitated by trained bereaved parents who serve as volunteer educators in local and national palliative care educational forums and to describe how incorporation of bereaved parents in these educational forums affects participant comfort with communication and management of children at the EOL. Methods: Parent educators underwent both general and session-specific training and participated in debriefings following each session. Survey tools were developed or adapted to determine how bereaved parent educators affected participant experiences in 3 different educational forums. Pre- and postsession surveys with incorporation of retrospective preprogram assessment items to control for response shift were used in the evaluation of institutional seminars on pediatric palliative and EOL care and role-play-based communication training sessions. Results from feedback surveys sent to attendees were used to appraise the participants’ experience at the international oncology symposium. Results: Involvement of trained parent educators across diverse, interdisciplinary educational forums improved attendee comfort in communicating with, and caring for, patients and families with serious illness. Importantly, parent educators also derive benefit from involvement in educational sessions with interdisciplinary clinicians. Conclusions: Integration of bereaved parents into palliative and EOL care education is an innovative and effective model that benefits both interdisciplinary clinicians and bereaved parents. [ABSTRACT FROM AUTHOR]

Aim: The aim of this study is to analyze the available research evidence on the effectiveness of training methods used in communication and interpersonal skills enhancement in midwifery practice and study. Design: Review. Methods: A systematic search in SCOPUS and PubMed databases was performed, with the following selection criteria for studies: quantitative studies in English between the years 2006-2016, using the key words: communication enhancement, communication training, and midwifery in their abstract or title. Theoretical analyses of the problem and review articles were excluded. The search process resulted in the discovery of nine studies focusing on communication skills enhancement in midwifery. Results: All of the available studies confirmed positive effects on communication skills in general, particularly on self-confidence, self-awareness, subjective feelings of competency, and communication within the team. Roleplay with patient-actors proved to be more effective than patient simulators. Conclusion: Although positive effects of the communication training programs were reported in the articles reviewed, there was a high level of heterogeneity in the intervention methods, length and outcome measures used within the training programs. Research studies comparing the effectiveness of the different training methods, using objective outcome measures, and with good quality methodological background, are needed in this area in order to formulate clear recommendations for practice regarding effective interventions.

The article deals with the problems that arise when a human is involved into a complexly training systems and the environment. A theoretical analysis of the infl uence of consciousness on the training mechanisms within the framework of post non-classical conceptions of human psyche functioning was conceived. We argue that consciousness is not intended to refl ect the objective reality and acquire knowledge, and solves the problem of the construction of the subjective world, which is the sum of compromises between the subject and the dynamic environments of his experience. In contrast, consciousness selects and harmonizes the information useful for human life.The role of consciousness in training is largely contradictory and confusing. It is also the source of the new information. The information is distorted in order to create a world view, which tends to objectively contradictive to the outside observer and consistent for refl ective being. We stressed the important role of human’s multimodal sensory experience in the process of interaction between conscious and unconscious forms of knowledge creation and processing. We consider the qualitative difference between physical reality and the model presented in the subjective world. We postulated the existence in the mind of a human dynamic virtual model. According to this model, the natural world is delimited by person and opposed to it being a source of events that make up the content of his life. The border which was built in the consciousness divides constructed reality into the inner and outer worlds. These worlds have different significance for the subject, defining the nature of its activities.We analyzed models the structure of reality and reality as a world’s refl ection offered by Karl Popper, K. K. Kolin, R. Redfield, G. Roth. The attention was paid to the neurobiological model of subjective reality by V. Sergin, which proposed a hypothesis of automatic identification postulating a secondary to human sensory categories. These processes occur cyclically, and their frequency determines the speed of subjective time. The authors of this article propose a mechanism of generating a subject environment (the world of reality) according to which the environment is perceived by man. It is organized element of subjective reality constructed by the body in the process of analyzing the essential relationship of the body and physical reality.It is presented in the form of coordination with other autopoietic systems that allow for the integration of the body and the subject in a niche of individual existence. It is a complex structural evolutionary self-organizing system, resulting from the interaction and coordination of autopoietic systems of the body. Subjective reality is the result of a reduction in the physical reality organization of the human psyche. We show the infl uence of the mind on the mechanisms of human integration with artificial learning environments. It is concluded that in order to improve the effectiveness of complex training ergonomics systems must take into account the properties of conscious regulation of the subject, its dependence on the context. To protect against the destructive mechanisms of action of consciousness training we advise to restrict the user’s intervention in critical modes of operation created a complex training system.