PT  - JOURNAL ARTICLE
AU  - Debra Nestel
AU  - Roger Kneebone
AU  - Alison Barnet
AU  - Tanya Tierney
AU  - Ara Darzi
TI  - Evaluation of a clinical communication programme for perioperative and surgical care practitioners
AID  - 10.1136/qshc.2007.026229
DP  - 2010 Oct 01
TA  - Quality and Safety in Health Care
PG  - e1--e1
VI  - 19
IP  - 5
4099  - http://qualitysafety.bmj.com/content/19/5/e1.short
4100  - http://qualitysafety.bmj.com/content/19/5/e1.full
SO  - Qual Saf Health Care2010 Oct 01; 19
AB  - Introduction Communication is integral to clinical work. This paper describes a communication programme (CP) designed for two new professional roles. Training in communication is often focused on interactions with patients. Equally important is supporting clinicians to communicate with each other. The authors devised a CP for perioperative specialist and surgical care practitioners.Methods The CP spanned the broader training programme. The evaluation combined trainees' self-ratings, value of educational methods, summative assessments, written reflections and focus groups.Results The CP was offered over three consecutive years (29 trainees) and showed a progressive increase in trainees' satisfaction. Educational methods were valued. Trainees appreciated the close alignment of CP content and work. Some trainees initially placed little value on learning communication, since they were already experienced clinicians. The CP was perceived to be competing with topics of greater importance. As trainees progressed, all recognised the benefits and valued the opportunity for protected time to focus on commonly used skills. Trainees reported increased awareness and ability in patient-centred and other professional communications. Most trainees were successful in summative assessments. Faculty observations noted benefits accruing from increased alignment of content with clinical practice.Discussion Trainees responded positively to an experiential CP underpinned by education and communication theory. The opportunity for distributed learning enabled trainees to consolidate learning. The balance of teaching patient- and colleague-focused communication was successful. The framework of this CP is applicable to trainees in medical and other health professional roles.