![]() ![]() ‘Expert’ communication in physiotherapy is said to be evident through dynamic, responsive interactions which are sensitive to patients’ emotions and their broader contexts and priorities (Jensen et al., 2000 King et al., 2007). The characteristics of the transactional or practitioner-centred approach contrast with those said to represent expert physiotherapy communication (Jensen, Gwyer, Shepard, & Hack, 2000 King et al., 2007). The structured, repeatable nature of interactions may reflect the clinical reasoning process employed by therapists (Hiller & Delany, 2018), which may further reinforce the task-centred nature of the interaction. This approach, which some have labelled ‘transactional’ (Bright, Kayes, McPherson, & Worrall, 2018) or ‘practitioner-centric’ (Hiller et al., 2015), places the therapist in control of the interaction, determining what is discussed, known and done, and reflects dominant biomedical models of physiotherapy practice (Nicholls & Gibson, 2010). Such a task-focused approach is often dominated by the therapist (Roberts & Bucksey, 2007) and may focus on the patient’s impairment, with less attention to the patient’s emotions, experiences, and context (Hiller & Delany, 2018). In physiotherapy, communication is commonly focused on ascertaining information, making a diagnosis, conveying an ‘appropriate’ treatment plan, and providing patient education (Hiller, Guillemin, & Delany, 2015). What constitutes ‘good’ and ‘effective’ clinical communication is less clear. Physiotherapy Board of Australia and Physiotherapy Board of New Zealand, 2015). Physiotherapy students’ conceptualisations of clinical communication: A call to revisit communication in physiotherapy educationĬlinical communication is considered a core competency in physiotherapy practice, and is prioritised within professional standards and legislative requirements (e.g. Enhancing communication in student education requires all parties to understand, value and critically reflect on how communication is constructed and enacted. These also reflect tensions in the curricula. Conclusion: Understandings of communication reflect broader constructions of physiotherapy and the role of the physiotherapist. Through communication, physiotherapists demonstrated and reinforced their expertise while simultaneously positioning the patient as the recipient of care and knowledge. It was presented as an act done to the patient by the physiotherapist, with little attention to the patient’s communication and involvement in the interaction. ![]() Results: Communication was understood as uni-dimensional. Assignments were analysed using the Listening Guide which prompted attention to how the different ways students understood communication and how these understandings were constructed. ![]() Data consisted of fifteen assignments, completed by students as part of their coursework. Methods: This study was underpinned by a social constructionist epistemology. Aim: This study explored how physiotherapy students conceptualised clinical communication. Understanding how students understand communication and how this is influenced by the curricula can help educators consider how best to enhance communication knowledge and skills. Students develop understandings of what constitutes ‘good’ communication through the formal, informal and hidden curricula. Background: Communication is fundamental in collaborative physiotherapy practice. ![]()
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