Education
Clinicians can be too focused on action and solutions, at the expense of understanding the patient’s experience, values, preferences, and needs through effective listening.
Training and education can help clinicians develop by providing them with information about their levels of listening competency or skill, and by illuminating the reasons why listening can be hard.
We have developed an innovative educational intervention that exemplifies current best practices in knowledge mobilization, including multifaceted learning opportunities (e.g., self-evaluation, feedback on performance, interdisciplinary group discussion, simulation and experiential learning, self and guided critical reflection) to enhance the listening skills of novice and practising clinicians (for more details, see King et al., 2017).
Videos
Learning to Listen: An Introduction to The Effective Listening and Interactive Communication Scale (ELICS; Educational Video)
This educational video explores four different listening stances that clinicians use when listening.
The CLEAR Communication Research Team: Helping to Enhance Listening Practice (King, G., Servais, M., Shepherd, T., Willoughby, C., Bolack, L., Moodie, S., & Strachan, D., 2017)
Workshops:
In our workshops, we explore listening and its importance to relationship-centred care. We elaborate on what highly-skilled listeners do in the clinical encounter. We focus on four different stances that clinicians use when listening. We use an educational series of 6 clinical simulations exploring listening and communication skills. Workshop participants have an opportunity to engage in inter-professional discussions about clinical listening generated by reviewing these clinical scenario video simulations. Clinicians also learn about the role that clinical simulations can play in developing their listening and communication skills.
An Educational Video Series of 6 Clinical Simulations Exploring Listening and Communication Skills
The CLEAR Communication Research Team: Helping to Enhance Listening Practice (King, G., Servais, M., Shepherd, T., Willoughby, C., Bolack, L., Moodie, S., Baldwin, P., Strachan, D., Knickle, K., Pinto, M., Parker, K., & McNaughton, N., 2015).
Learn more about educational workshops upon request.
Affiliations:
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