Research
Publications
Central Yet Overlooked: Engaged and Person-Centred Listening in Rehabilitation and Healthcare Conversations
King, G. (2022). Central yet overlooked: Engaged and person-centred listening in rehabilitation and healthcare conversations. Disability and Rehabilitation, 44(24), 7664-7676. doi:10.1080/09638288.2021.1982026
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Abstract
Purpose: Listening in healthcare practice is often overlooked. This article addresses the misconception that listening in rehabilitation and healthcare is a simple skill, and proposes a conceptual framework of effective listening in healthcare conversations, based on conceptualizations, attributes, and outcomes associated with listening.
Method: A critical review was conducted, encompassing literature on listening in everyday and healthcare conversations. Articles were retrieved through database and hand searching.
Results: Although various types of listening have been proposed, they share common attributes, including being attentive, emotionally involved, and non-judgmental. A conceptual framework is proposed in which listening in healthcare is seen as a relational process fostered by the ‘engaged and person-centred listener’, leading to relational outcomes (e.g., mutual engagement, collaboration) and client-specific outcomes. Listening in healthcare conversations can be difficult due to situational conditions and the level of self-regulation required.
Conclusions: Effective listening in healthcare differs from everyday listening with respect to its attributes, intentionality, and challenges. In healthcare, listening is essential to mutual engagement and other relational outcomes that mobilize the client towards pursuing goals. There is a need for greater understanding of the centrality and challenges to effective listening in healthcare conversations. Implications for rehabilitation practice are discussed.
Keywords
attunement, communication, engagement, health care, relational perspective
Effective Listening and Interactive Communication Scale (ELICS)
King, G., & Servais, M. (2018). Effective Listening and Interactive Communication Scale (ELICS). In D. L. Worthington & G. Bodie (Eds.), The sourcebook of listening research: Methodology and measures (pp. 252-258). Hoboken, NJ: John Wiley & Sons, Inc.
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Abstract
The Effective Listening and Interactive Communication Scale (ELICS) is a self-assessment of listening and communication skills in the context of pediatric rehabilitation practice. This 24-item scale measures: Receptive Listening (mindful attention to understand the client’s situation), Exploratory Listening (dialogue to elicit information and establish clarity about issues), Consensus-oriented Listening (brainstorming and explanation of rationales to establish shared understanding and jointly determined goals), and Action-oriented Listening (supporting and enabling clients to establish actions toward desired outcomes). Internal consistency reliabilities for the scales range from 0.78 to 0.90 (King, Servais, Bolack et al., 2012). The clinical responsiveness of the ELICS to change over time has been demonstrated in a group mentorship intervention for occupational therapists (King, Tam, Fay et al., 2011) and in a listening skill educational intervention for pediatric rehabilitation clinicians (King, Servais, Shepherd et al., in press).
Keywords
communication competence, clinicians, patient-centered care, physician communication, professional training
A Listening Skill Educational Intervention for Pediatric Rehabilitation Clinicians: A Mixed-methods Pilot Study
King, G., Servais, M., Shepherd, T., Willoughby, C., Bolack, L., Moodie, S., Baldwin, P., Strachan, D., Knickle, K., Pinto, M., Parker, K., & McNaughton, N. (2017). A listening skill educational intervention for pediatric rehabilitation clinicians: A mixed-methods pilot study. Developmental Neurorehabilitation, 20(1), 40-52. doi: 10.3109/17518423.2015.1063731
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Abstract
Objective: To prepare for an RCT by examining the effects of an educational intervention on the listening skills of pediatric rehabilitation clinicians, piloting study procedures, and investigating participants’ learning experiences.
Methods: Six experienced clinicians received the intervention, consisting of video simulations and solution-focused coaching regarding personal listening goals. Self- and observer-rated measures of listening skill were completed and qualitative information was gathered in interviews and a member checking session.
Results: Significant change on self-reported listening skills was found from pre- to post-test and/or follow-up. The pilot provided useful information to improve the study protocol, including the addition of an initial orientation to listening skills. Participants found the intervention to be a highly valuable and intense learning experience, and reported immediate changes to their clinical and interprofessional practice.
Conclusion: The educational intervention has the potential to be an effective means to enhance the listening skills of practicing pediatric rehabilitation clinicians.Keywords
coaching, communication skills, intervention, pediatric rehabilitation, listening, professional development, simulation
Developing Authentic Clinical Simulations for Effective Listening and Communication In Pediatric Rehabilitation Service Delivery
King, G., Shepherd, T. A., Servais, M., Willoughby, C., Bolack, L., Strachan, D., Moodie, S., Baldwin, P., Knickle, K., Parker, K., Savage, D., & McNaughton, N. (2016). Developing authentic clinical simulations for effective listening and communication in pediatric rehabilitation service delivery. Developmental Neurorehabilitation 19(5), 284-294. doi: 10.3109/17518423.2014.989461
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Abstract
Background: One challenge for professional educators is how to create authentic, high-fidelity clinical simulations using best practices for interprofessional education. This article provides practical guidance on the development of quality digital video simulations. The objective was to describe how an interdisciplinary team created and validated six simulations concerned with effective listening and interpersonal communication in pediatric rehabilitation service delivery.
Methods and Findings: The simulations involved clinicians from a variety of disciplines, were based on clinical scenarios related to client issues, and reflected four core aspects of listening/communication identified from the literature. Each simulation had a key learning objective, thus focusing clinicians on specific listening skills. The process used to turn written scenarios into digital video simulations is outlined, including the steps taken to establish content validity and authenticity, and to establish a series of videos based on the complexity of their learning objectives, given contextual factors and associated macrocognitive processes that influence the ability to listen. A complexity rating scale was developed and used to establish a gradient of easy/simple, intermediate, and hard/complex simulations.
Conclusions: The development process we outline exemplifies an evidence-based, integrated knowledge translation approach to the teaching and learning of listening and communication skills.Keywords
Simulation, Teaching & Learning, Phase of education: Continuing, Discipline: Child Health, Learning outcomes: Communication skills, Management: Medical education research
Clinical Scenario Discussions of Listening in Interprofessional Health Care Teams
Shepherd, T., King, G., Servais, M., Bolack, L., & Willoughby C. (2014). Clinical scenario discussions of listening in interprofessional health care teams. International Journal of Listening, 28, 47-63. doi: 10.1080/10904018.2014.861295
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Abstract
This article outlines the benefits of engaging health care professionals in interprofessional groups to discuss complex clinical scenarios with a focus on listening and communication. Three focus groups (n=16) highlighted the utility of carefully crafted clinical scenarios relevant to paediatric health care to elicit and explore the thought processes of interprofessional groups about listening rather than trying to address the problem. The focus groups revealed several themes. Scenario discussion was valuable to clinical learning and assisted professional development by broadening perspectives, providing a safe environment, and offering opportunities to learn and share. Participants reflected on listening and communication in the therapy process, pointed out differences in listening in a group versus with a single individual, and also discussed barriers to listening and communicating. The scenario discussions enhanced participants’ awareness of being family-centred and building relationships with families. Use of carefully constructed clinical scenarios within interprofessional peer discussion groups has benefits for learning, reflection, and enhanced family-centred care. This type of approach can be implemented as a method for professional development within pediatric service organizations.
Keywords
listening, communication, professional development, interprofessional practice, community of practice
Development of a Measure to Assess Effective Listening and Interactive Communication Skills in the Delivery of Children’s Rehabilitation Service
King, G., Servais, M., Bolack, L., Shepherd, T., & Willoughby C. (2012). Development of a measure to assess effective listening and interactive communication skills in the delivery of children’s rehabilitation service. Disability and Rehabilitation, 34(6), 459-469. doi:10.3109/09638288.2011.608143
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Abstract
Purpose: Therapists’ listening and communication skills are fundamental to the delivery of children’s rehabilitation services but few measures comprehensively assess these skills. The 24-item Effective Listening and Interactive Communication Scale (ELICS) was developed to reflect a multifaceted conceptualization based on evidence in the literature.
Method: Data from 41 pediatric rehabilitation therapists (occupational, physical, speech-language, recreation, and behavioural therapists; psychologists and social workers) were used to determine the factor structure, internal consistency, and construct validity of the subscales.
Results: The measure contains four subscales with very good to excellent reliability: Consensus-oriented, Exploratory, Receptive, and Action-oriented Listening. Content validity was ensured by the development process.
Conclusions: The ELICS portrays listening as a purposeful, goal-oriented, and relational activity. The measure allows clinicians to assess and reflect on their listening/communication skills, and can be used to evaluate professional development activities and interventions geared to improving these skills.Keywords
listening, communication, clinicians, professional training, ELICS
Publications: Using the ELICS
Evaluation of an occupational therapy mentorship program: Effects on therapists’ skills and family-centered behavior
King, G., Tam, C., Fay, L., Pilkington, M., Servais, M., & Petrosian, H. (2011). Evaluation of an occupational therapy mentorship program: Effects on therapists’ skills and family-centered behavior. Physical & Occupational Therapy in Pediatrics, 31(3), 245-262. doi:10.3109/01942638.2010.523451
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Abstract
There is growing interest in understanding the usefulness of mentorship programs for children's rehabilitation service providers. This evaluation study examined the effects of an occupational therapy mentorship program on the skills and behaviors of 8 new and 17 experienced occupational therapists practicing at a regional children's rehabilitation center. Self- and peer-report measures of family-centered behavior, critical thinking ability, listening/interactive communication skill, and clinical behavior were collected before and after an 11-month facilitated, collaborative group mentorship intervention. Significant pre–post changes associated with intervention were found on 9 of 12 outcome measures, including information provision, respectful treatment, self-confidence, and listening and clinical skill. Changes were not found on the more trait-like variables of open-mindedness, interpersonal sensitivity, and interpersonal skill. Experienced therapists had higher scores than new therapists on most variables, including family-centered behavior, listening skill, and clinical skill. Implications regarding the utility of mentorship programs in children's rehabilitation centers are discussed.
Keywords
evaluation, mentorship, occupational therapy, professional growth
Publications: About the ELICS
Communicate to collaborate: Reframing communication to strengthen parent-practitioner collaborative relationship
Brussa, A. K. (2021). Communicate to collaborate: Reframing communication to strengthen parent-practitioner collaborative relationships (Doctoral dissertation, Boston University).
Understanding listening competency: A systematic review of research scales
Fontana, P. C., Cohen, S. D., & Wolvin, A. D. (2015). Understanding listening competency: A systematic review of research scales. The International Journal of Listening, 29, 148-176.
About this Article: Fontana et al. reviewed research scales assessing listening competency and reported that the ELICS was dissimilar to other listening scales, which generally assess listening traits (e.g., asking questions) whereas the ELICS assesses listening as a purposeful functional skill in a specific context (e.g., Exploratory Listening).
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