Disentangling communication challenges in trainees’ learning journeys

A longitudinal study in the general practice specialty training programme

Bibliographic Data

ID21449028
AuthorsMichelle J H Verheijden (0000-0003-3528-0623, Maastricht University, corresponding author), Esther Giroldi (0000-0003-3254-4849, Maastricht University), Juliëtte A Beuken (0000-0002-5431-9418, Maastricht University), Jean Muris (0000-0002-8780-476X, Maastricht University), Patrick Dielissen (Department of Public Health Service and Sexual Health, GGD Noord Oost Gelderland), Anique B H De Bruin (0000-0001-5178-0287, Maastricht University), Lisa de Jonge-’t Hoen (Erasmus MC), Angelique Timmerman (0000-0002-8114-8802, Maastricht University)
Year2026
Volume48
Issue5
Pages844-854
Publication date2026-05-04
Open AccessYes
TypeARTICLE
VenueMedical Teacher (JOURNAL)
Journal identifiersISSN: 0142-159X • E-ISSN: 1466-187X
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/0142159x.2025.2596903
PMID41379932
OpenAlexW4417251833
LanguageEN
References cited34

BACKGROUND: Learning skilled communication implies adapting and monitoring to the needs of the clinical encounter. Research suggests communication challenges can trigger learning; however, their nature remains unclear. This study explores what challenges act as triggers, improving understanding of developing skilled communication and guiding educators in targeted coaching. MATERIAL AND METHODS: This longitudinal qualitative study used a phenomenological approach to collect data from first- and third-year general practitioner trainees through clinical observations, interviews, and audio-diaries. Using a twofold approach, a thematic content analysis was performed, triangulating data sources and next, findings were used to craft stories illustrating the communication challenges learners encountered during training. RESULTS: Per year-group a story was crafted, illustrating communication challenges driving trainees' learning. First-year trainees focused on the effectiveness of patient-centred communication skills. Third-year trainees adopted a meta-perspective, using self-monitoring skills to develop a personalised style, adapt communication to patients' needs, and work collaboratively, driven by curiosity to understand each patient's context. CONCLUSIONS: We identified communication challenges in workplace learning that trigger the development of skilled communication. To help learners recognise and share these challenges, a safe learning environment is crucial, along with scaffolded guidance from educators to support learners in identifying challenges and fostering self-monitoring skills throughout their learning journey

Adult Learning · Communication skills · General practice · Longitudinal study · MEDLINE · Specialty · Training (meteorology) · Clinical Reasoning and Diagnostic Skills · Communication in Education and Healthcare · Innovations in Medical Education

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