Table 2 Items agreed upon with highest mean score (25 % superior, mean score > 8.34)
N° item | CAT |  | \( \overline{\mathrm{x}} \) | M | IQR | % out M |
|---|---|---|---|---|---|---|
8 | A | Conducts a clinical interview by integrating the content (medical history, exam, diagnosis, care plan and evolution) with the process (communication or relational skills). | 8,7 | 9,0 | 0,0 | 2,3 |
10 | A | Demonstrates a willingness to involve the patient in the interaction, establishing a therapeutic relationship using a patient-centred approach. | 8,6 | 9,0 | 1,0 | 2,3 |
11 | A | Knows the most relevant aspects of non-verbal communication (eye contact, gestures, facial expressions, proxemics, paralanguage…) and their influence on the establishment of an effective relationship. | 8,4 | 9,0 | 1,0 | 6,8 |
12 | A | Verifies the patient feels attended and listened to using techniques such as active listening, questions, checks, etc. | 8,8 | 9,0 | 0,0 | 0,0 |
13 | A | Perceives the patient’s non-verbal language and responds adequately given the context. | 8,6 | 9,0 | 1,0 | 2,3 |
15 | A | Applies social communication skills to welcome patients that foster an effective relationship (greeting, calling the patient by name, making them feel comfortable…). | 8,7 | 9,0 | 0,0 | 2,3 |
16 | A | Applies social communication skills to take leave of patients that foster an effective relationship (saying goodbye, accompanying them to the door…). | 8,7 | 9,0 | 0,0 | 2,3 |
17 | A | Demonstrates empathy at the right times (emotional reactions, difficult situations…). | 8,6 | 9,0 | 0,5 | 2,3 |
18 | A | Recognises difficult situations and communication challenges (crying, strong emotions, interruptions, aggression, anger, anxiety, sensitive or embarrassing topics, cognitive difficulties, bad news, first meeting…). | 8,6 | 9,0 | 1,0 | 4,6 |
19 | A | Uses techniques to sensitively and constructively handle difficult situations and communication challenges. | 8,4 | 9,0 | 1,0 | 4,6 |
20 | A | Relates with the patient in a respectful manner considering their rights (confidentiality, privacy, autonomy, respect for their values and beliefs). | 8,8 | 9,0 | 0,0 | 2,3 |
24 | A | Differentiates illness from disease, recognising the importance of exploring both perspectives. | 8,4 | 9,0 | 1,0 | 2,3 |
26 | A | Accurately establishes the reasons for the patient’s visit (open question, no interruptions, explores different reasons…). | 8,4 | 9,0 | 1,0 | 4,6 |
30 | A | Uses verbal and non-verbal active listening techniques (reflection, picks up on clues from the patient, paraphrasing, eliciting, summarising…). | 8,6 | 9,0 | 1,0 | 0,0 |
32 | A | Assesses how the illness affects the patient’s daily life, socio-family environment and work environment. | 8,5 | 9,0 | 1,0 | 4,6 |
33 | A | Considers other factors that can influence a patient’s needs when enquiring (ideas, fears, feelings, preferences, prior experiences…). | 8,5 | 9,0 | 1,0 | 2,3 |
34 | A | Establishes adequate support for the physical exam (requesting permission, explaining what is going to be done and why, sharing findings with the patient…). | 8,5 | 9,0 | 1,0 | 2,3 |
35 | A | Recognises the divergences between medical and a patient’s values and standards, respecting them without judgement. | 8,4 | 9,0 | 1,0 | 2,3 |
41 | A | Estimates the patient’s level of knowledge of their problem and to what extent the patient wishes to be informed to provide the information the patient actually requires. | 8,5 | 9,0 | 1,0 | 2,3 |
43 | A | Adapts communication to the patient’s level of understanding and language, avoiding any medical jargon. | 8,7 | 9,0 | 0,0 | 0,0 |
44 | A | Provides patient-centred information from their perspective and making it meaningful for the patient. | 8,4 | 9,0 | 1,0 | 4,6 |
46 | A | Verifies the patient understands the information provided by eliciting any questions. | 8,6 | 9,0 | 0,0 | 2,3 |
62 | A | Adapts the plan/treatment to the patient’s resources and strengths. | 8,5 | 9,0 | 1,0 | 0,0 |
63 | A | Closes the process at the end of the visit by using the adequate communication strategies (summarising, highlighting key aspects, anticipating possible evolutions and offering guidance…). | 8,7 | 9,0 | 0,5 | 0,0 |
72 | B | Establishes effective communication with the patient and their family to identify problems, detect resources and implement action plans that benefit the patient. | 8,4 | 9,0 | 1,0 | 2,3 |
73 | B | Helps the family make decisions when the patient is a minor or incapacitated (dementias, patients in a coma, incapacitating mental illnesses…). | 8,5 | 9,0 | 1,0 | 2,3 |
74 | B | Recognises specific family-related communication challenges (confidentiality, secrecy, ill companions…). | 8,4 | 9,0 | 1,0 | 0,0 |
87 | C | Recognises own errors (and those of others), assumes them as a part of the job and seeks solutions for them (assistance from superiors…). | 8,5 | 9,0 | 1,0 | 0,0 |
103 | D | Helps create a positive working atmosphere (supports and includes the different members of the team, mentions the positive side of unpleasant aspects, values the team’s success…). | 8,4 | 9,0 | 1,0 | 6,8 |
104 | D | Respects individuality, the subjective perspectives of the members of the team and the mastery (expert skills) of the various healthcare professionals. | 8,4 | 9,0 | 1,0 | 6,8 |
105 | D | Maintains confidentiality when making decisions as a team. | 8,5 | 9,0 | 1,0 | 6,8 |
123 | F | Recognises delicate situations that represent communication challenges (giving bad news, handling end-of-life topics, grief situations, sexual history, gender violence, child abuse, HIV infection, explaining situations of clinical uncertainty…). | 8,5 | 9,0 | 1,0 | 4,5 |
128 | F | Recognises patients’ cultural and social diversity (ethnicity, nationality, socio-economic status, language, religion, gender, values, sexuality…) and the communication difficulties involved. | 8,4 | 9,0 | 1,0 | 6,8 |
134 | F | Assumes a prevention and health promotion approach when caring for patients and uses adequate behaviours. | 8,4 | 9,0 | 1,0 | 2,3 |