The Journey of a Communication Skills Educator: Motivating Factors for Commitment and Sustainability

Communication is critical to improving patient and family outcomes, yet clinicians remain undertrained. Effective communication training takes significant investments in personnel and programming. Little is known about what motivates and sustains clinician educators in such programs. This qualitativ...

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Vydané v:	Journal of pain and symptom management
Hlavní autori:	England, Kelli, Bogetz, Jori, Lau, Nancy, Wood, Gordon J., Trowbridge, Amy
Médium:	Journal Article
Jazyk:	English
Vydavateľské údaje:	United States Elsevier Inc 23.11.2025
Predmet:	Communication Education Motivation Program Development Training Training Program Development Motivation Education Communication
ISSN:	0885-3924, 1873-6513, 1873-6513
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Abstract	Communication is critical to improving patient and family outcomes, yet clinicians remain undertrained. Effective communication training takes significant investments in personnel and programming. Little is known about what motivates and sustains clinician educators in such programs. This qualitative study aimed to learn more about (1) what motivates clinician communication skills educators (CSEs) to improve their own communication and educate others and (2) what sustains them in this work. PedsTalk is a communication training program based on the VitalTalk model of small group role play within a single institution’s Department of Pediatrics. We conducted a thematic analysis of one-on-one interviews of PedsTalk faculty CSEs focused on the experiences that motivated them to improve their own communication and commitment to teaching and sustaining these skills. 17 CSEs participated, representing 8 specialties. The majority had 7 or more years of experience in their field (post-training). Thematic content analysis revealed 3 major themes: Drive: My choices reflect what matters to me; Growth: My efforts have impact; and Connection: What sustains me. The relationship between communication and health equity was highlighted across themes. These themes that emerged mapped onto the primary sources of intrinsic motivation according to self-determination theory: autonomy, competence, and relatedness, respectively. CSEs are intrinsically motivated by the drive to work on what matters to them, opportunities for growth as a communicator and educator, and their connection to others in this work. Educators and leaders can utilize these factors to build and sustain momentum in their programs.
AbstractList	Communication is critical to improving patient and family outcomes, yet clinicians remain undertrained. Effective communication training takes significant investments in personnel and programming. Little is known about what motivates and sustains clinician educators in such programs. This qualitative study aimed to learn more about (1) what motivates clinician communication skills educators (CSEs) to improve their own communication and educate others and (2) what sustains them in this work. PedsTalk is a communication training program based on the VitalTalk model of small group role play within a single institution's Department of Pediatrics. We conducted a thematic analysis of one-on-one interviews of PedsTalk faculty CSEs focused on the experiences that motivated them to improve their own communication and commitment to teaching and sustaining these skills. 17 CSEs participated, representing 8 specialties. The majority had 7 or more years of experience in their field (post-training). Thematic content analysis revealed 3 major themes: Drive: My choices reflect what matters to me; Growth: My efforts have impact; and Connection: What sustains me. The relationship between communication and health equity was highlighted across themes. These themes that emerged mapped onto the primary sources of intrinsic motivation according to self-determination theory: autonomy, competence, and relatedness, respectively. CSEs are intrinsically motivated by the drive to work on what matters to them, opportunities for growth as a communicator and educator, and their connection to others in this work. Educators and leaders can utilize these factors to build and sustain momentum in their programs. Communication is critical to improving patient and family outcomes, yet clinicians remain undertrained. Effective communication training takes significant investments in personnel and programming. Little is known about what motivates and sustains clinician educators in such programs.CONTEXTCommunication is critical to improving patient and family outcomes, yet clinicians remain undertrained. Effective communication training takes significant investments in personnel and programming. Little is known about what motivates and sustains clinician educators in such programs.This qualitative study aimed to learn more about (1) what motivates clinician communication skills educators (CSEs) to improve their own communication and educate others and (2) what sustains them in this work.OBJECTIVESThis qualitative study aimed to learn more about (1) what motivates clinician communication skills educators (CSEs) to improve their own communication and educate others and (2) what sustains them in this work.PedsTalk is a communication training program based on the VitalTalk model of small group role play within a single institution's Department of Pediatrics. We conducted a thematic analysis of one-on-one interviews of PedsTalk faculty CSEs focused on the experiences that motivated them to improve their own communication and commitment to teaching and sustaining these skills.METHODSPedsTalk is a communication training program based on the VitalTalk model of small group role play within a single institution's Department of Pediatrics. We conducted a thematic analysis of one-on-one interviews of PedsTalk faculty CSEs focused on the experiences that motivated them to improve their own communication and commitment to teaching and sustaining these skills.17 CSEs participated, representing 8 specialties. The majority had 7 or more years of experience in their field (post-training). Thematic content analysis revealed 3 major themes: Drive: My choices reflect what matters to me; Growth: My efforts have impact; and Connection: What sustains me. The relationship between communication and health equity was highlighted across themes. These themes that emerged mapped onto the primary sources of intrinsic motivation according to self-determination theory: autonomy, competence, and relatedness, respectively.RESULTS17 CSEs participated, representing 8 specialties. The majority had 7 or more years of experience in their field (post-training). Thematic content analysis revealed 3 major themes: Drive: My choices reflect what matters to me; Growth: My efforts have impact; and Connection: What sustains me. The relationship between communication and health equity was highlighted across themes. These themes that emerged mapped onto the primary sources of intrinsic motivation according to self-determination theory: autonomy, competence, and relatedness, respectively.CSEs are intrinsically motivated by the drive to work on what matters to them, opportunities for growth as a communicator and educator, and their connection to others in this work. Educators and leaders can utilize these factors to build and sustain momentum in their programs.CONCLUSIONCSEs are intrinsically motivated by the drive to work on what matters to them, opportunities for growth as a communicator and educator, and their connection to others in this work. Educators and leaders can utilize these factors to build and sustain momentum in their programs.
Author	Wood, Gordon J. England, Kelli Lau, Nancy Bogetz, Jori Trowbridge, Amy
Author_xml	– sequence: 1 givenname: Kelli surname: England fullname: England, Kelli email: kengla@uw.edu organization: University of Washington School of Medicine, Seattle, WA 98195 – sequence: 2 givenname: Jori surname: Bogetz fullname: Bogetz, Jori email: jori.bogetz@seattlechildrens.org organization: Division of Bioethics and Palliative Care, Department of Pediatrics, University of Washington School of Medicine; Treuman Katz Center, Center for Clinical and Translational Research, Seattle Children’s Research Institute; 1900 Ninth Ave, Seattle, WA 98101 – sequence: 3 givenname: Nancy surname: Lau fullname: Lau, Nancy email: nancy.lau@seattlechildrens.org organization: Department of Psychiatry and Behavioral sciences, University of Washington School of Medicine; Center for Child Health, Behavior and Development, Seattle Children’s Research Institute; 1920 Terry Ave, Seattle, WA 98191 – sequence: 4 givenname: Gordon J. surname: Wood fullname: Wood, Gordon J. email: gwood1@nm.org organization: Departments of Medicine and Medical Education, Northwestern University Feinberg School of Medicine; 211 E. Ontario St., Suite 700, Chicago, IL 60611 – sequence: 5 givenname: Amy surname: Trowbridge fullname: Trowbridge, Amy email: amy.trowbridge@seattlechildrens.org organization: Division of Bioethics and Palliative Care, Department of Pediatrics, University of Washington School of Medicine; Treuman Katz Center, Center for Clinical and Translational Research, Seattle Children’s Research Institute; 1900 Ninth Ave, Seattle, WA 98101
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Title	The Journey of a Communication Skills Educator: Motivating Factors for Commitment and Sustainability
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