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Doctor-Patient Communication: Principles and Practices

Published online by Cambridge University Press:  02 December 2014

Suzanne M. Kurtz
Suzanne M. Kurtz*
Affiliation:
Faculties of Medicine and Education, University of Calgary, Calgary, Alberta
*
S.M. Kurtz, Education Tower 1102, 2500 University Drive NW, Calgary, Alberta T2N 1N4 Canada
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Abstract

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Background:

In a formal needs assessment, conducted prior to the Canadian Headache Society's recent national continuing education workshop, participants expressed particular enthusiasm for enhancing their own communication skills or their teaching of those skills.

Objectives:

Responding to both interests, this paper offers a practical conceptual framework for thinking systematically about how to improve physician-patient communication to a professional level of competence.

Methods:

The three-part, evidence-based framework first defines communication in medicine in terms of five underlying assumptions about communication and the learning of communication skills. It then discusses three categories of communication skills (content, process, and perceptual skills) and six goals that physicians and patients work to achieve through their communication with each other. The second part of the framework explores “first principles” of effective communication and includes a brief look at the historical context that has significantly influenced our thinking about, and practice of communication in health care. Part three of the framework describes one approach for delineating and organizing the specific skills that research supports for communicating effectively with patients - the Calgary Cambridge Guide.

Results:

It is clear from the literature that better physician communication skills improve patient satisfaction and clinical outcomes and that good communication skills can be taught and learned.

Conclusions:

It is important that physicians learn the principles of good physician-patient communication and apply them in clinical practice. Medical education programs at all levels should include teaching of physician-patient communication.

Résumé:

RÉSUMÉ:Introduction:

Lors d'une évaluation formelle des besoins, effectuée avant l'atelier d'éducation médicale continue de la Canadian Headache Society tenu récemment, les participants ont manifesté le désir d'augmenter leurs aptitudes à communiquer ou leur expertise dans l'enseignement de ces aptitudes.

Objectifs:

En réponse à ces deux besoins, cet article offre un encadrement conceptuel pratique pour concevoir systématiquement comment améliorer la communication médecin-patient jusqu'à un niveau de compétence professionnel.

Méthodes:

Le modèle en trois parties, basé sur des données probantes, définit la communication en médecine en termes de cinq prémices sous-jacentes à la communication et à l'apprentissage des compétences en communication. Suit une discussion sur trois catégories d'aptitudes (contenu, processus et aptitudes de perception) et six buts que les médecins et les patients visent à atteindre dans leur communication entre eux. La deuxième partie du modèle explore les principes de base de la communication efficace et inclut un aperçu du contexte historique qui a influencé significativement notre pensée et notre pratique de la communication dans les soins de santé. La troisième partie du modèle décrit une approche pour définir et organiser les compétences spécifiques appuyées par la recherche sur la communication efficace avec les patients – les Calgary Cambridge Guides.

Résultats:

D'après la littérature, il est clair que de meilleures aptitudes à communiquer chez le médecin améliore la satisfaction du patient et les résultats cliniques et que de bonnes aptitudes à communiquer peuvent être enseignées et apprises.

Conclusions:

Il est important que les médecins apprennent les principes d'une bonne communication médecin-patient et les appliquent en pratique clinique. Les programmes d'éducation médicale à tous les niveaux devraient inclure l'enseignement de la communication médecin-patient.

Type
Research Article
Information
Canadian Journal of Neurological Sciences , Volume 29 , Issue S2: A Peer-Reviewed Supplement to the Canadian Journal of Neurological Sciences , 2002 , pp. S23 - S29
Copyright
Copyright © The Canadian Journal of Neurological 2002

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