title: An interprofessional approach to teaching communication skills.
abstract: BACKGROUND
  Recent research suggests that effective interprofessional communication and collaboration can positively influence patient satisfaction and outcomes. Health professional communication skills do not necessarily improve over time but can improve with formal communication skills training (CST). This article describes the development, evaluation, and lessons learned for a novel theater-based role-play CST program designed to improve community cancer care for patients and families by enhancing health care professionals' communication skills.
  
  
  METHODS
  Four 2-hour interprofessional communication skills workshops for Nova Scotia health professionals were developed. Topics were (1) Essential Communication Skills, (2) Delivering Difficult News and Providing Support, (3) When Patients and Families Are Angry, and (4) Managing Conflict in the Workplace. Strategies for enhancing communication skills based on the science (evidence-based practice and teaching) and the art (interactive theater) of communication skills were included. Facilitators included professional actors, communication skills facilitators, and trained health professionals.
  
  
  RESULTS
  We used a mixed-methods evaluation design assessing 4 levels of educational outcomes at 3 points: pre- and post-workshop and follow-up.
  
  
  RESULTS
  Five hundred eighteen professionals representing over 20 health professions attended 17 workshops. Data showed the workshops were well received, despite some discomfort with role-playing. Pre/post paired t-tests of self-reported communication skills showed significant improvement after all workshops (p ≤ 0.05); 92% indicated intended changes to their communication practice immediately following the workshops. Of 68 respondents to the follow-up, 59 (87%) reported positive changes in the responses of their patients.
  
  
  CONCLUSIONS
  Both positive and negative lessons learned are described.
authors.affiliation: Director Research and Evaluation, Continuing Medical Education, Division of Medical Education, Dalhousie University, Halifax, Nova Scotia, Canada B3H 4H7. Joan.Sargeant@Dal.ca
authors.forename: Joan
authors.initials: J
authors.lastname: Sargeant
authors.forename: Tanya
authors.initials: T
authors.lastname: MacLeod
authors.forename: Anne
authors.initials: A
authors.lastname: Murray
mesh_terms: D002983:Clinical Competence / Q000592:standards; D003142:Communication; D003220:Conflict, Psychological; D004502:Education, Medical, Continuing / Q000379:methods* / Q000458:organization & administration; D055317:Evidence-Based Practice; D006282:Health Personnel / Q000145:classification / Q000193:education* / Q000592:standards; D006801:Humans; D007400:Interprofessional Relations; D020380:Needs Assessment; D009674:Nova Scotia; D009936:Organizational Innovation; D011368:Professional-Family Relations; D016730:Program Development; D015397:Program Evaluation; D012932:Social Facilitation