PEC innovation · 2026
Co-designing a prototype teaching intervention on triadic communication for healthcare professionals working with young people with cancer.
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Critoph Deborah J, Taylor Rachel M, Hatcher Helen, Duschinsky Robbie, Fayers Lawrence, Smith Stephanie, Fistein Elizabeth, Smith Luke A M, Spathis Anna
Аннотация
INTRODUCTION: Triadic communication is frequently observed in adolescent and young adult cancer care. Communication is fundamental to quality healthcare and patient-centred care. Little research has focussed on triadic communication specifically in this age group. Importantly professionals find communicating with young people difficult, compounded by limited training opportunities.
METHODS: A multi-phase, co-design approach was used to develop a triadic communication educational intervention. The prototype teaching was delivered to twelve multidisciplinary professionals. Feedback on the training experience was gained from semi-structured interviews and analysed using framework analysis.
RESULTS: Virtual blended learning was accessible and engaging. Three key themes were generated. The young person's voice was a core driver to the learners engaging with the teaching. The teaching was considered transformative for learners, particularly gaining insight into the need to give the young person time alone with a healthcare professional, without their supporter. Even within brief virtual teaching, learners wanted an opportunity to practise new skills.
CONCLUSION: Healthcare professionals valued teaching that enhanced their triadic communication skills. They learnt practical strategies to help them ensure care centred around the young person. The training may be optimised by incorporating experiential elements such as roleplay.
INNOVATION: We have co-designed innovative triadic teaching for multidisciplinary healthcare professionals. Feedback suggests it was transformative for learners, with some modifications being required. This teaching may be of value in triadic communication beyond adolescent and young adult cancer care and will require further refining and evaluation of the impact on patient outcomes.
METHODS: A multi-phase, co-design approach was used to develop a triadic communication educational intervention. The prototype teaching was delivered to twelve multidisciplinary professionals. Feedback on the training experience was gained from semi-structured interviews and analysed using framework analysis.
RESULTS: Virtual blended learning was accessible and engaging. Three key themes were generated. The young person's voice was a core driver to the learners engaging with the teaching. The teaching was considered transformative for learners, particularly gaining insight into the need to give the young person time alone with a healthcare professional, without their supporter. Even within brief virtual teaching, learners wanted an opportunity to practise new skills.
CONCLUSION: Healthcare professionals valued teaching that enhanced their triadic communication skills. They learnt practical strategies to help them ensure care centred around the young person. The training may be optimised by incorporating experiential elements such as roleplay.
INNOVATION: We have co-designed innovative triadic teaching for multidisciplinary healthcare professionals. Feedback suggests it was transformative for learners, with some modifications being required. This teaching may be of value in triadic communication beyond adolescent and young adult cancer care and will require further refining and evaluation of the impact on patient outcomes.