Disentangling communication challenges in trainees' learning journeys: A longitudinal study in the general practice specialty training programme.
Saved in:
| Title: | Disentangling communication challenges in trainees' learning journeys: A longitudinal study in the general practice specialty training programme. |
|---|---|
| Authors: | Verheijden, Michelle1,2 (AUTHOR) m.verheijden@maastrichtuniversity.nl, Giroldi, Esther1,2 (AUTHOR), Beuken, Juliëtte Anna2 (AUTHOR), Muris, Jean1 (AUTHOR), Dielissen, Patrick3 (AUTHOR), de Bruin, Anique2 (AUTHOR), de Jonge-'t Hoen, Lisa4 (AUTHOR), Timmerman, Angelique1,2 (AUTHOR) |
| Source: | Medical Teacher. May2026, Vol. 48 Issue 5, p844-854. 11p. |
| Subject Terms: | *Empathy, *Qualitative research, *Interprofessional relations, *Content analysis, *Health occupations students, *Experience, *Students, *Longitudinal method, *Communication education, *Learning strategies, Family medicine, Research funding, Interviewing, Questionnaires, Hospital medical staff, Thematic analysis, Sound recordings, Diary (Literary form), Patient-professional relations, Phenomenology |
| Abstract: | Background: Learning skilled communication implies adapting and monitoring to the needs of the clinical encounter. Research suggests communication challenges can trigger learning; however, their nature remains unclear. This study explores what challenges act as triggers, improving understanding of developing skilled communication and guiding educators in targeted coaching. Material and methods: This longitudinal qualitative study used a phenomenological approach to collect data from first- and third-year general practitioner trainees through clinical observations, interviews, and audio-diaries. Using a twofold approach, a thematic content analysis was performed, triangulating data sources and next, findings were used to craft stories illustrating the communication challenges learners encountered during training. Results: Per year-group a story was crafted, illustrating communication challenges driving trainees' learning. First-year trainees focused on the effectiveness of patient-centred communication skills. Third-year trainees adopted a meta-perspective, using self-monitoring skills to develop a personalised style, adapt communication to patients' needs, and work collaboratively, driven by curiosity to understand each patient's context. Conclusions: We identified communication challenges in workplace learning that trigger the development of skilled communication. To help learners recognise and share these challenges, a safe learning environment is crucial, along with scaffolded guidance from educators to support learners in identifying challenges and fostering self-monitoring skills throughout their learning journey. [ABSTRACT FROM AUTHOR] |
| Copyright of Medical Teacher is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
|
Full text is not displayed to guests.
Login for full access.
|
|
| Abstract: | Background: Learning skilled communication implies adapting and monitoring to the needs of the clinical encounter. Research suggests communication challenges can trigger learning; however, their nature remains unclear. This study explores what challenges act as triggers, improving understanding of developing skilled communication and guiding educators in targeted coaching. Material and methods: This longitudinal qualitative study used a phenomenological approach to collect data from first- and third-year general practitioner trainees through clinical observations, interviews, and audio-diaries. Using a twofold approach, a thematic content analysis was performed, triangulating data sources and next, findings were used to craft stories illustrating the communication challenges learners encountered during training. Results: Per year-group a story was crafted, illustrating communication challenges driving trainees' learning. First-year trainees focused on the effectiveness of patient-centred communication skills. Third-year trainees adopted a meta-perspective, using self-monitoring skills to develop a personalised style, adapt communication to patients' needs, and work collaboratively, driven by curiosity to understand each patient's context. Conclusions: We identified communication challenges in workplace learning that trigger the development of skilled communication. To help learners recognise and share these challenges, a safe learning environment is crucial, along with scaffolded guidance from educators to support learners in identifying challenges and fostering self-monitoring skills throughout their learning journey. [ABSTRACT FROM AUTHOR] |
|---|---|
| ISSN: | 0142159X |
| DOI: | 10.1080/0142159X.2025.2596903 |
