Year of publication (per decade) | Paper type | Country of Origin | Learner profession | Type of learner | Pre qualification learner year level (most common) | Postqualification learner profession (most common) | Theoretical perspective | Reported patient involvement in educational design | Communication model used |
---|---|---|---|---|---|---|---|---|---|
2010-current (46%) | Primary research (64%) | USA (56%) | Medicine (55%) | Postqualification (56%) | Second year (8%) | Oncology (1%) | Not discussed (58%) | No (95%) | Kalamazoo Consensus statement* (7%) |
2000–2009 (36%) | Secondary research (2%) | Europe (31%) | Nursing (17%) | Prequalification (40%) | Third year (7%) | General practice (6%) | Person-centred (7%) | Yes (5%) | Calgary-Cambridge Referenced Observation Guide† (5%) |
1990–1999 (9%) | Description of communication skills education (31%) | Australasia (7%) | Dentistry (5%) | Pre and post (4%) | Final year (fourth or fifth) (5%) | Various others at less than 4% | Various others at less than 4% | Three functions of the medical interview‡ (4%) | |
1980–1989 (7%) | Thesis (3%) | Canada (5%) | Allied Health (6%) | Not discussed (40%) | |||||
1970–1979 (2%) | Africa (1%) | Mixed profession (13%) | Various others at <4% | ||||||
Veterinary science (1%) | |||||||||
Pharmacy (3%) |
Primary research (description of education programme including evaluation of some type: including post-test learner satisfaction, pre-test-post-test change. Both randomised and non-randomised studies).
Secondary research (a paper providing synthesis of multiple primary research papers: review of the literature including systematic, literature and narrative review).
Description of communication skills education (including commentary, opinion pieces, websites, description of programmes with no evaluation).
*Makoul and participants in the Bayer–Fetzer Conference on Physician–Patient Communication in Medical Education 2001.11
†Kurtz and Silverman (1996).9
‡Cole and Bird (2014).59