Table 3 Theoretical methods, practical strategies, and tools/materials needed to change the behavioural determinants of physicians' communication
Determinant & programme objective | Theory-based method | Practical strategy | Tools/materials |
|---|---|---|---|
General, all determinants | - Abstract conceptualisation (thinking) - Reflective observation (watching) | Providing written information | Hand-outs on all subjects |
Knowledge/awareness of influences of own feelings | Abstract conceptualisation (thinking) | Providing verbal and written information | - Theoretical model of interpersonal communication - Theoretical model of giving feedback |
Skills in minimising negative influences | - Concrete experience (feeling) - Active experimentation (doing) | - Guided practice with feedback - Providing examples (peer modelling) | - Group practice ('playground') - Feedback from teachers and peers |
Knowledge/awareness of communication attuned to CLs | - Abstract conceptualisation (thinking) | - Guided group brainstorming - Providing verbal and written information | - Group discussion - Checklist on flip-over - Clarification by teachers |
Skills in communication attuned to CLs | - Active experimentation (doing) - Reflective observation (watching) | - Guided practice with feedback - Providing examples (peer modelling) | - Group practice ('playground') - Feedback from teachers and peers |
Knowledge/awareness of meeting CL's needs when discussing findings | - Abstract conceptualisation (thinking) - Reflective observation (watching) | - Providing verbal information - Discussing verbal information | - Theoretical model of discussing conclusions - Group discussion |
Skills in meeting CL's needs when discussing findings | - Active experimentation (doing) - Reflective observation (watching) | - Guided practice with feedback - Providing examples (peer modelling) | - Group practice ('playground') - Feedback from teachers and peers |