Interrupted opening statements in clinical encounters: A scoping review.

Communication barriers Interruption Opening statement Physician-patient relations Verbal behavior

Journal

Patient education and counseling
ISSN: 1873-5134
Titre abrégé: Patient Educ Couns
Pays: Ireland
ID NLM: 8406280

Informations de publication

Date de publication:
08 2022
Historique:
received: 23 11 2021
revised: 31 01 2022
accepted: 27 03 2022
pubmed: 9 4 2022
medline: 29 6 2022
entrez: 8 4 2022
Statut: ppublish

Résumé

To conduct a scoping review of literature on the duration of patients' opening statements in clinical encounters, with or without an interruption. We conducted a scoping review to identify articles based on pre-specified inclusion and exclusion criteria. One reviewer extracted study details and outcomes related to the length of patients' opening statements. A second reviewer verified this data. We included 14 studies from 1185 citations reviewed. Encounters were in primary care clinics, specialty clinics, and hospitals. Across six studies, the mean time to interruption was 18.2 s. The mean length of uninterrupted opening statements was 45.9 s across nine studies. Clinicians interrupting their patients' opening statements, compared to not interrupting, takes away time from the patient to fully present their concerns. Research has not focused on the nature of clinician interruptions. For instance, an interruption encouraging expansion or more detail facilitates understanding. Therefore, the impact these interruptions have on the clinical encounter remains unknown. Interrupting the average patient does not save time, so clinicians may benefit from allowing their patients to complete their opening statements.

Identifiants

pubmed: 35393229
pii: S0738-3991(22)00140-9
doi: 10.1016/j.pec.2022.03.026
pii:
doi:

Types de publication

Journal Article Review

Langues

eng

Pagination

2653-2663

Informations de copyright

Copyright © 2022 Elsevier B.V. All rights reserved.

Auteurs

Amanda C Coyle (AC)

The Dartmouth Institute for Health Policy & Clinical Practice, Geisel School of Medicine at Dartmouth College, Hanover, USA; Faculty of Medicine and Dentistry, University of Alberta, Edmonton, Canada. Electronic address: coyle@ualberta.ca.

Renata W Yen (RW)

The Dartmouth Institute for Health Policy & Clinical Practice, Geisel School of Medicine at Dartmouth College, Hanover, USA.

Glyn Elwyn (G)

The Dartmouth Institute for Health Policy & Clinical Practice, Geisel School of Medicine at Dartmouth College, Hanover, USA.

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Classifications MeSH