Stimulating existential communication - first steps towards enhancing health professionals' reflective skills through blended learning

Connie Timmermann; Christina Prinds; Elisabeth Assing Hvidt; Niels Christian Hvidt; Marianne Engelbrecht Lau; Jette Ammentorp

doi:10.1016/j.pecinn.2023.100121

Stimulating existential communication - first steps towards enhancing health professionals' reflective skills through blended learning

PEC Innov. 2023 Jan 7:2:100121. doi: 10.1016/j.pecinn.2023.100121. eCollection 2023 Dec.

Authors

Connie Timmermann^{1

2}, Christina Prinds^{3

2}, Elisabeth Assing Hvidt⁴, Niels Christian Hvidt⁴, Marianne Engelbrecht Lau⁵, Jette Ammentorp^{1

2}

Affiliations

¹ Centre for Research in Patient Communication, Odense University Hospital, Kløvervænget 12B, 5000 Odense C., Denmark.
² Department of Clinical Research, University of Southern Denmark, J.B. Winsløwparken A19, 5000 Odense C., Denmark.
³ Hospital Sønderjylland, Kresten Philipsens Vej 15, 6200, Aabenraa.
⁴ Research Unit for General Practice and Department of Public Health, University of Southern Denmark, J.B. Winsløwparken 19A, 5000 Odense C., Denmark.
⁵ Capital Region of Denmark, Denmark.

Abstract

Introduction: Talking about existential issues with patients is often experienced as challenging for healthcare professionals. This paper describes our first steps towards developing existential communication training with particular attention to reflective learning methods. Blended learning was chosen to support reflection and an easier transition to classroom conversations, and through Participatory Action Research (PAR), patients were involved in developing the curriculum.

Method: To develop the most valuable and relevant communication training, patients, relatives, healthcare professionals and researchers were involved in a PAR process including 1) three theatre workshops and 2) collaborative meetings to develop the blended learning curriculum and reflection videos. The evaluation of the communication training was based on semi-structured interviews with the healthcare professionals participating in the blended learning communication training.

Discussion and innovation: The results indicate that a blended learning format involving a high degree of reflection is valuable for developing skills related to existential communication. Engaging patients in the process may be essential to develop a training curriculum for healthcare professionals that accommodates the patient's needs.

Conclusion: Future communication training on existential communication may benefit from adopting a blended learning format, including reflective learning methods and the involvement of patients in curriculum development.

Keywords: Blended learning; Communication training; Existential communication; Paticipatory action research; Reflective practice; Reflective skill.