National Breast and Ovarian Cancer Centre has developed a suite of evidence-based communication skills training modules to assist health services and health professionals to implement communication skills training.
Past reviews of research have shown that communication skills training workshops are most effective when they are interactive, encourage participation, allow skills to be practised and allow participants to receive feedback on their performance.1
A combination of these strategies is ideal and can lead to improvements in communication skills. Interactive workshops give health professionals the opportunity to practice communication techniques in a safe and supportive environment.
NBOCC recommends that communication skills training workshops include the following components.
- Small interactive group
Small groups of up to six participants are trained by two facilitators, one with a clinical background and the other with a psycho-oncology background. Trained actors are used for role-play based on an individual's needs.
- Opportunity to practice and receive feedback on skills
Participants have the opportunity to practise their communication skills during the workshop and receive feedback on their performance.
- A problem-based approach to learning new skills
Participants are encouraged to consider the difficulties they encounter in specific clinical situations and to share these issues in discussion and role-play.
- A safe environment to facilitate role-play
A workshop environment where participants feel able to share their opinions and engage in active learning is essential. Participant's own skills and experience contribute significantly to the role play and a relaxed approach allows participants to experiment with techniques and approaches they may not normally use.
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References:
1Razavi D, Merckaert I, Marchal S, Libert Y. How to optimise Physicians’ Communication Skills in Cancer Care: Results of a Randomised Study Assessing the Usefulness of Post-training consolidation Workshops. Journal of Clinical Oncology 2003;Vol 2(26);3141-3149