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Tuesday 17 September 2019

In order to accommodate different healthcare professionals, sessions on Tuesday will be interesting and relevant to both clinicians and non-clinicians.  Workshops of particular interest to clinicians are indicated below (*).

Click here to view the workshop abstracts.

Click here to view the poster abstracts.

W1: Close Encounters with the sick: A method for facilitating human connection (Teaching Workshop)

Lead facilitator: Edvin Shei, University of Bergen, Norway
Edvin is a GP & professor of general practice & a combatant for the humanistic aspects of medical education & practice.  Seeking inspiration in philosophy & the social sciences, Edvin has broadened the traditional view of physicianship & developed innovative ways of teaching professionalism, reflection skills & patient-centred medicine.


Co-facilitator: Knut Eirik Eliaseen, University of Bergen, Norway
Knut is a GP in Voss, Norway & an Associate Professor at the University of Bergen.  His PhD is from the University of Oslo, where he has mainly been working with antibiotic resistance & guidelines, as well as being a teacher for medical students, among other themes, in communication skills.


Effective consultations in health care require well-rehearsed communication skills. Yet the therapeutic potential of clinical communication can be fully realized only if health personnel are able to move beyond skills, rules and models, and connect with the help-seeking person as a caring co-human. Medical education should therefore provide a rich understanding of what sickness does to persons, highlight the healing power of relationships, and stimulate clinicians’ courage to engage with the existential challenges of patient-centered medicine.

W2: Breaking bad news: exploring the benefit of triangulating between different tools & methods (Research Workshop)

Lead facilitator: Orit Karnieli-Miller, Senior Lecturer at Tel Aviv University, Israel
Orit Karnieli-Miller is a Senior Lecturer and the Head of the Department of Medical Education at Sackler Faculty of Medicine, Tel Aviv University, Israel.  Throughout her academic career, Orit has focused on enhancing patient centered care through studying and teaching communication between physician-patient and families. She has expertise in the field of “breaking bad news”, multi-participant conversations (patient-physician-companion), shared decision-making, and professionalism in medicine.  Orit also sits on the board of directors for the Academy of Communication in Healthcare (ACH) & is the Deputy National Representative of Israel in EACH: International Association for Communication in Healthcare.  She was also a founding committee member of the Society of Medical Education in Israel (Healer).

Co-Facilitator: Richard Frankel, Professor of Medicine and Geriatrics at Indiana University School of Medicine, USA
Richard also holds an appointment in the Education Institute of the Cleveland Clinic/Lerner School of Medicine.  He was trained as a qualitative health services researcher and medical educator who has spent the last 40 years doing research and teaching about the patient physician relationship and its impact on outcomes of care.  He currently directs the Advanced Scholars Program for Internists in Research and Education (ASPIRE) at IU and is developing a curriculum thread in professional identity formation at the Lerner School of Medicine.  He is a founding fellow of the Academy for Communication in Healthcare (ACH).

Studying and teaching about complex and sensitive conversations such as breaking bad news (BBN) encounters are essential to advance the theory and practice of communication in healthcare. To understand and explore these encounters researchers need different research methods and tools.  These will allow us to learn about different participants’ experiences and needs as well as best practices.  In this hands-on workshop, participants will be given a brief definition of BBN encounters followed by analysis exercises that will illustrate the advantages and shortcomings of exploring BBN encounters using observations, interviews, and narratives.


W3: Coaching to help clinicians improve their communication (Policy and Practice Workshop)

Lead facilitator: Kathryn Pollak, Professor in Population Health Sciences at the Duke Cancer Institute, USA
Kathryn is a social psychologist & Professor in Population Health Sciences. She also is the Associate Director of Population Sciences & Co-Leader of Cancer Control & Population Sciences in the Duke Cancer Institute. She has been developing behavioural interventions for 20 years, mostly to promote smoking cessation, predominantly among pregnant women. She has studied clinician-patient communication for the past 15 years & has served as a Communication Coach for the past 5 years. She has directly coached over 100 clinicians & currently is training three communication coaches.

Rationale: Teaching communication to clinicians can be challenging. Teaching clinicians requires feedback and practice. Many approaches to teaching communication do not fit clinicians’ busy schedules. Communication coaching might be suitable and shows promise for improving patient satisfaction, clinician skills and clinician burnout. In this workshop, we will discuss the elements of communication coaching, what makes an effective coach and practice giving feedback.


W4:  Behaviour Change in Patients and Ourselves: Enhancing Teaching of Motivational Interviewing Skills*

Paul Grossberg et al., University of Wisconsin School of Medicine and Public Health

Despite extensive evidence that Motivational interviewing (MI) effects patient behaviour change, clinicians often have difficulty implementing MI in everyday practice. MI principles guide us to help patients voice their own behaviour change plans rather than telling them what to do. Similarly, teaching clinicians MI skills effectively entails clinicians themselves formulating their own best interviewing strategies instead of being told what works. This workshop will help clinicians/educators create flexible teaching/communication strategies, moving their trainees from “I already know MI” to developing and practicing innovative, personalized MI strategies over time. Goals are enhanced skills, improved patient/clinician satisfaction, and positive health outcomes.

W5:  Create as you speak – Improving doctor-patient communication by using “Abracadabra” cards*

Adi Ivzori Erel, Merav Sudarsky & Irit Gill Levl, The Ruth & Bruce Rappaport Faculty of Medicine

Cognitive behavioural therapy (CBT) has been extensively researched and found useful for a range of problems. Family physicians who participated in brief CBT courses, reported that using elements of CBT in their practices had increased satisfaction with their medical intervention and psychotherapeutic approaches. Abracadabra cards are an innovative yet simple method that can effectively enhance the use of behavioural cognitive elements and as a result improve physicians’ ability to communicate effectively with their patients.

W6:  The (Forgotten) Art of Receiving Feedback on Communication Skills*

Jane Ege Moeller, Aarhus University & Sandra Winterburn, University of East Anglia

In communication skills training as well as medical education in general, evidence shows that feedback is a key factor for effective learning. Numerous publications formulate models and principles for giving feedback. The act of receiving feedback, however, seems to receive less attention.

W7:  Awareness of choice of data material and observation system in health communication research

Linda Hafskjold & Vibeke Sundling, University of South-Eastern Norway

Systematical observation of healthcare providers’ communication with patients in real life provide understanding of features essential for person-centred communication in specific health contexts. Further, the knowledge obtain by systematic observations can provide foundation for normative and prescriptive exploration of concepts underpinning person-centred communication theory, such as supportive communication and decisions-making. This workshop will give participants knowledge of two different methods of data collection (audio- and video recording) and identification of communication features; health care provider responses to patients’ worries (by VR-CoDES) and clinically relevant decisions (by DICTUM). The participants identify and assess usability of audio- and video recordings and applicability of two different observational systems, and develop awareness of choice of data material and observation system in health communication research by short didactic sessions, interactive and experiential learning sessions, reflection and discussions.

W8:  Capacity Coaching: A New Strategy for Coaching Patients with Multimorbidity*

Kasey Boehmer et al., Mayo Clinic

Patients with chronic illness have unique healthcare and healthcare communication needs. Specifically, these patients accumulate healthcare work that they must do in order to self-manage. They must use their capacity to accommodate healthcare work, which competes with using their capacity for other life tasks (e.g., employment, caregiving, etc.). When demands exceed patients’ capacity, they become overwhelmed, resulting in negative consequences on their ability to access and use healthcare and health outcomes. In healthcare, we often communicate our concern for worsening patient outcomes and seek to intensify treatment to compensate. However, if we have missed the workload-capacity imbalance as the underlying problem, our communication and clinical approach may miss the mark. Capacity Coaching seeks to identify workload-capacity balance and remedy it through coaching conversations with patients and their healthcare teams. This workshop will introduce participants to the practice and provide interactive sessions on Capacity Coaching skills in clinical practice or research.

W9:  Building Bridges: an experiential training in diversity sensitivity*

Winny Ang, Liesbeth Verpooten et al., University of Antwerp

Dealing with a diverse population is one of the most compelling topics of this era. Throughout the University of Antwerp Medical School’s curriculum, an integrative diversity training program is set up, including a communication skills training that is attitude-based and experiential using three (visual) metaphors to raise awareness of one’s own premises and assumptions. We set up a qualitative study to explore the impact of this training on awareness/attitudes towards diversity. The results clearly show the importance of the use of the metaphors and the power of the experiential approach.

W10:  Using observation and feedback in teaching communication with real patients in the clinical*

Marcy Rosenbaum & Johnathan Silverman, University of Iowa

Learning from formal communication skills teaching sessions can be easily undone unless efforts are made to help learners transfer these skills to the clinical workplace by taking communication teaching into the wards and clinics.  However, direct observation and feedback on learners’ communication with patients rarely occurs in the clinical setting. The purpose of this highly interactive workshop is to explore why and how observing learners’ interactions with real patients and providing feedback is key to enhancing learners’ communication skills.  Through the use of case studies of actual learner-patient encounters and discussion and practice among workshop participants, this workshop will examine the limitations of learner case presentations and self-assessments for assessing clinical communication skills;  the benefits and challenges of observing learners in their real interactions with patients;  strategies for observing learners with patients in the clinical setting; and effective methods of providing feedback after observing learners with real patients.

W11:  Minimally Disruptive Medicine: Moving healthcare delivery from the “Status Quo” to the “Way forward”*

Abd Moain Abu Dabrh & Adam I. Perlman, Mayo Clinic

Patients with chronic conditions or multimorbidity often become overwhelmed with their healthcare due to increased workload (demands) and diminished capacity (ability) (i.e. the work of being a patient). Also, clinicians may experience burnout due to potentially un-matching healthcare system structure to support clinicians’ capacity to care for these patients.

Minimally Disruptive Medicine (MDM) is a model-of-care focused on delivering evidence-based, clinician-guided healthcare while considering patients’ goals and preferences through shared decision making approaches with the least possible healthcare footprint. Implementing MDM principles as part of patient-clinician communication early on in the educational and training phases will support building a culture of empathetic, thoughtful, and careful healthcare.

W12:  Toolkit or template. Using curiosity to aid questions and visual aids in the consultation

Helen Adcock & Michelle Fromage, University of East Anglia

Have you ever thought that your experiential teaching or your students’ performance have become formulaic? Have you wondered how you can encourage authentic curiosity and organic communication skills in your students?

Would you like to explore more innovative approaches and techniques that promote student engagement with consultation skills teaching? Would you welcome experiential methods designed to encourage students’ to adopt a more reflective approach to their questioning style and information giving skills?

This workshop will explore two innovative exercises that facilitators can implement to challenge and enhance the way in which medical students assimilate and practice consultation skills. The first is designed to hone patient questioning through use of a limited number of questions. The second helps to encourage students to use drawing and visual aids when providing information to patients.

Wednesday 18 September 2019


W13: Close Encounters with the sick: A method for facilitating human connection (Teaching Workshop)

W14: Breaking bad news: exploring the benefit of triangulating between different tools & methods (Research Workshop)

W15: Coaching to help clinicians improve their communication (Policy and Practice Workshop)

Invited workshops will be running again on Wednesday 18 September to allow maximum opportunity for attendees to participate.  Please see above for full descriptions.

W16:  Placebo-effects of communication; towards an integrated research field

Liesbeth van Vliet, Prof Dr Andrea Evers & Dr Kaya Peerdeman, Leiden University

Clinician-patient communication can elicit ‘placebo-effects’, all real psychobiological effects on patient outcomes that are not attributable to a medical-technical explanation. Until now the research worlds of communication and placebo-effects have hardly been integrated.

W17:  ‘Meetings between Experts’: Making the most of the simulated patient-tutor partnership

Sarah Collins, Matt Aistrup, Sam Thompson, Gemma Richardson, Sarah Shepherd & Emma Romy-Jones, University of Manchester

This workshop models ways of working together as communication tutors and simulated patients, to enhance students’ learning. Simulated patients in medical education have been limited to playing scenarios and giving feedback. Inspired by new collaborative approaches, this workshop guides participants through tried and tested techniques drawing on the combined effectiveness of simulated patients’ and tutors’ expertise, with demonstrable impact on students’ performance, knowledge, skills proficiency and attitude.

W18:  Knowledge translation in health communication. Liking research, policy and practice

Sara Rubinelli & Nicola Diviani, University of Lucerne

There is consistent agreement on the failure to translate research finding into healthcare policy and practice. Processes of knowledge translation are needed to transform knowledge into decisions and actions for the benefit of patient outcomes. This workshop aims at equipping participants with knowledge and direct experience of knowledge, skills and actions needed to plan and implement an intervention of knowledge translation in health communication. The workshop will run as a highly interactive role-play exercise where participants play the role of different stakeholders and work together towards the implementation of evidence-based solutions to an issue related to communication in healthcare. Specific topics addressed in the workshop include: how to identify issues in health communication that require knowledge translation action, how to prepare and use a policy brief to support evidence-informed policymaking and how to organize and conduct a stakeholder dialogue aimed at generating agreement among relevant stakeholders.