Exploring typologies of consultation performance using authentic clinical experiences to support learning and assessment in postgraduate medical training

Objective: To validate and refine typologies of consultation performance from previous research to identify learning needs associated with each typology. Methods: We performed a qualitative study in a General Practice Specialty Training programme, using a two-stage design. First, we selected four exemplars from 80 videotaped consultations of 7 first-year and 6 third-year trainees that reflected the four typologies. We subsequently held individual interviews with clinical supervisors (N = 20) who observed these consultations to identify recurrent trainee behaviours. Results: The 'doctor-patient interaction' dimension from previous research was specified to encompass relationship-building, exploring, structuring, and shared decision-making competencies. Medical expertise was a moderating factor. The attitude and consultation behaviours included in the typologies were validated and we formulated directions for learning based on learning needs identified per typology. Conclusion: Supervisors have a shared frame of reference for the behaviours reflecting proficient consultation performance. Serving as a developmental road map, all learning needs emphasised contextual adaptation, calling for an improved balance between patient-centred relationship building and application of medical expertise. Practice implications: By providing rich and tailored feedback on consultation performance, the refined typologies - albeit subject to additional refinement in future research - may promote the monitoring of individual competence development over time.(c) 2021 Elsevier B.V. All rights reserved.

Automated summary

This study aims to validate and refine typologies of consultation performance to identify learning needs associated with each typology. Through qualitative research and interviews, the importance of relationship-building, exploring, structuring, and shared decision-making competencies in doctor-patient interaction was confirmed. These findings can serve as a guide for the development of trainees' competence.