Communication guidelines as a learning tool: An exploration of user preferences in general practice

ObjectiveTo explore characteristics of written communication guidelines that enhance the success of training aimed at the application of the recommendations in the guidelines.MethodsSeven mixed focus groups were held consisting of communication skill teachers and communication skill learners and three groups with only learners. Analysis was done in line with principles of grounded theory.ResultsFive key attributes of guidelines for communication skill training were identified: complexity, level of detail, format and organization, type of information, and trustworthiness/validity. The desired use of these attributes is related to specific educational purposes and learners' expertise. The low complexity of current communication guidelines is appreciated, but seems ad odds with the wish for more valid communication guidelines.ConclusionsWhich guideline characteristics are preferred by users depends on the expertise of the learners and the educational purpose of the guideline.Practice implicationsCommunication guidelines can be improved by modifying the key attributes in line with specific educational functions and learner expertise. For example: the communication guidelines used in GP training in the Netherlands, seem to offer an oversimplified model of doctor patient communication. This model may be suited for undergraduate learning, but does not meet the validity demands of physicians in training.