The state of emergency communication skills teaching in Australian medical schools: Gaps, barriers and opportunities

Aims: To scope communication skills teaching in the emergency rotation by examining the literature, current practices and the perceptions of medical educators and students. The scoping will inform the development of an integrated clinical communication program for medical student emergency rotations in Australia. Background: Communication problems in emergency settings are a major cause of complaint and poor patient outcomes. While communication skills teaching is now a core component of medical undergraduate curricula, this often occurs in non-clinical settings. Separating the teaching of communication skills from the clinical setting can emphasise the effect of the hidden curriculum; neglecting students' communication skills training in emergency settings could have implications for patient safety and health. Methods: There were three components to the scoping study: a review of the literature, a survey of Australian medical schools to investigate teaching and assessment of communication skills, and focus group interviews with students who had completed their emergency rotation and with emergency medicine clinical teachers. Results: There are few papers describing programs teaching emergency communication skills. Communication skills education is a core requirement in all Australian medical schools; however, no school conducts specific communication skills teaching in emergency medicine. Medical students were engaged with the 'hands on' clinical aspects of the rotation and some considered that "communication can come by osmosis". Conclusions: There is substantial justification for integrating communication skills teaching in the emergency rotation of medical students. While communication skills teaching in emergency medicine is beginning to receive attention internationally, it remains underdeveloped in Australia.