Table 4 Content of curriculum by specialties

Opening the discussion by setting the agenda and expectations

[126]

[22]

[16, 160,161,162]

Utilising simple, clear language and effective questioning skills to gather information

[37, 126]

[119]

[114]

[17, 102, 131, 161, 163, 164]

Sharing information effectively

[165]

[131, 161]

Checking patient understanding

[165, 166]

Shared decision making

[103, 126]

[165, 167]

[129, 149]

[160, 162]

Providing closure to consult

[126]

[161, 162]

Summarising

[22]

Making patient/patient’s family feel at ease

[153, 168, 169]

Showing empathy

[37]

[166, 167]

[36, 111]

[114, 152]

[102, 138, 153, 164, 170, 171]

Showing respect

[103]

[102, 104]

Convey understanding of concerns

[153]

Understanding the patient’s perspective

[126, 172]

[134, 165, 166]

[102, 153, 162, 164, 169, 171]

Eliciting patient’s wishes, needs, concerns and expectations

[172]

[173]

[16, 163, 170]

Identifying patient’s health literacy levels

[174]

Motivational interviewing and counselling

[37]

[140, 165, 174, 175]

[116]

[176]

Employing verbal and non-verbal skills

[22, 134]

[173]

[138, 163, 164]

Listening skills

[17, 102, 138, 147, 163, 164, 171]

Non-judgmental communication

[147]

Managing patients’ emotions

[11, 177]

[22]

[3, 118, 129, 173]

[17, 138, 160]

Culturally and linguistically appropriate communication

[99]

[140]

[152]

[102, 147, 163, 171]

How to interact when patient’s relatives are present

[118]

How to communicate with patient indirectly through interpreters or over telephone consultations

[175]

[36]

[34]

Communication with adolescents

[34]

Communicating with 'difficult' patients or family members or emotional patients

[146, 151]

[175]

[111, 146]

[114]

[34, 146, 162, 163]

Handling family conflict

[153]

Dealing with mismatched expectations

[16]

Conducting family discussions

[178]

[178]

[149]

Communication clarity

[163]

Using the word ‘dying’

[125]

Conducting goals of care and advance care planning conversations

[177, 179, 180]

[181]

[16, 92, 124, 171]

Discussing pain management

[180]

Eliciting Do Not Resuscitate orders

[182]

[109]

Responding to euthanasia requests

[16]

Sharing prognostic information with patients

[107]

[114, 129]

[16, 105]

Preparing for death

[129]

[16]

Managing patient’s reactions

[177]

[139]

[183]

Maintaining patient's welfare

[183]

Supporting patient’s decision

[179]

Offering organ donation

[92]

Pronouncing death

[5]

Explaining a patient’s worsening condition

[153]

Explaining that treatments are not indicated

[36]

[153]

Discussing whether to forego life-sustaining treatment

[124]

Transitioning to palliative care

[36]

[3, 114, 149]

[133, 153]

Breaking bad news

[11, 146, 151, 178]

[130, 175, 178]

[12, 32, 36, 119, 127, 146, 186]

[3, 114, 115, 118, 129, 139, 149, 152, 173, 187]

[6, 7, 108, 113, 124, 131, 133, 141, 146, 153, 162, 163, 170, 185, 188]

Disclosure of medical complications

[32, 137]

[6]

Navigating situations with ethical issues

[131]

Disclosure of medical errors and apology

[99, 151, 189]

[36, 127]

[92]

Discussing risks/benefits of procedures and obtaining informed consent

[146, 151]

[165]

[119, 146, 186]

[6, 146, 170]

New medication and discharge counselling

[99]

Managing disagreements between colleagues

[111]

Working with ‘difficult’ colleagues

[163]

Oral presentations and giving feedback

[191]

[7, 190]

Leadership skills

[36]

[153]

Interprofessional communication

[99, 192, 193]

[111]

[191]

[7, 190]

Writing skills, especially for documentation

[194]

Persuasive communication

[176]

Reporting findings in a letter to the general practitioner

[169]