Challenging patient communication in a medical education curriculum - Perspectives on learning with simulated patients

Research output: ThesisLicentiate Thesis

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Abstract

Being able to manage challenging patient communication and the associated emotional burden is a vital skill for physicians that is regularly utilized in clinical work. Therefore, it is reasonable that medical students get the opportunity to acquire and develop the relevant knowledge and skills related to challenging patient communication during their education. Simulated patient scenarios are useful learning activities known to improve the managing of challenging patient communication. Understanding student and teacher perceptions of vital communicative strategies and how to effectively organize learning activities, including simulated patients, within the curriculum, can enhance students' communicative progression.The aim of this thesis is to explore perceptions of learning in a simulated patient scenario from three different perspectives: students, simulated patients, and teachers. Additionally, we aim to examine the communicative approaches perceived as vital to manage challenging patient communication and how they are learned from a programme perspective. Furthermore, we seek to explore the relationship between patient simulation and adjacent learning activities.A qualitative approach was applied. Individual interviews and a narrative survey were conducted with students, teachers, and a simulated patient as part of two separate studies during the 9th semester of a medical programme. Curriculum documents served as a framework.Our findings indicate that simulated patients in learning how to manage challenging patient communication is perceived beneficial for developing professional identity and self-knowledge. It is crucial that the learning activity enables student centred learning, supported by flexible simulated patients. Self-knowledge and the ability to convey empathy is perceived as essential in handling challenging patient communication. The organization of learning activities is perceived to be enhanced by interweaving activities related to learning medical knowledge and patient communication, including simulated patients.
Original languageEnglish
QualificationLicentiate
Awarding Institution
  • Department of Clinical Sciences, Malmö
Supervisors/Advisors
  • Westling, Sofie, Supervisor
  • Lindström, Mats, Supervisor
  • Edelbring, Samuel, Assistant supervisor, External person
  • Lindqvist, Daniel, Supervisor
Award date2023 Sept 29
Place of PublicationLund
Publisher
ISBN (Print)978-91-8021-467-4
Publication statusPublished - 2023 Aug 31

Bibliographical note

Defence details
Date: 2023-09-29
Time: 09:00
Place: Segerfalksalen, BMC A10, Sölvegatan 17 i Lund
External reviewer(s)
Name: Falk, Magnus
Title: bitr professor
Affiliation: Linköpings universitet

Subject classification (UKÄ)

  • Pedagogy
  • Other Medical Sciences not elsewhere specified

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