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 |