Abstract
Objective: The aim of this study was to evaluate UK paediatric specialist trainees’ perceptions of a medical
humanities teaching session on their communication and empathy skills.
Methods: A medical humanities session was incorporated into a teaching programme for 19 doctors in their first
three years of paediatric training. Using set questions, participants discussed themes of communication, empathy,
ethical issues and language. A qualitative methodology was adopted for the evaluation. All doctors who undertook
the session were invited to join in a digitally recorded focus group and nine participated. Thematic analysis of the
transcript was undertaken by two researchers to identify and code key themes. Six months post-course all
participants were invited to complete an online survey looking at the longer-term impact of the session and five
responded.
Results: Coding of the transcript identified two key themes that participants felt the session added to their usual
teaching: i) communication and ii) reflection.
Conclusion: Literature-based teaching for junior paediatric doctors was well received and valued by participants
and adds to standard teaching. It provides a platform for consideration of the parental perspective and
communication (in particular the use of language) as well as providing structured time for reflection on clinical
experiences.
humanities teaching session on their communication and empathy skills.
Methods: A medical humanities session was incorporated into a teaching programme for 19 doctors in their first
three years of paediatric training. Using set questions, participants discussed themes of communication, empathy,
ethical issues and language. A qualitative methodology was adopted for the evaluation. All doctors who undertook
the session were invited to join in a digitally recorded focus group and nine participated. Thematic analysis of the
transcript was undertaken by two researchers to identify and code key themes. Six months post-course all
participants were invited to complete an online survey looking at the longer-term impact of the session and five
responded.
Results: Coding of the transcript identified two key themes that participants felt the session added to their usual
teaching: i) communication and ii) reflection.
Conclusion: Literature-based teaching for junior paediatric doctors was well received and valued by participants
and adds to standard teaching. It provides a platform for consideration of the parental perspective and
communication (in particular the use of language) as well as providing structured time for reflection on clinical
experiences.
| Original language | English |
|---|---|
| Pages (from-to) | 1 |
| Number of pages | 11 |
| Journal | MedEdPublish |
| Early online date | 12 Jun 2019 |
| DOIs | |
| Publication status | E-pub ahead of print - 12 Jun 2019 |
Keywords
- Medical humanities
- paediatrics
- communication
- empathy
- reflection
- postgraduate teaching