Setting the stage for communication skills training in Rwandan cancer care: a qualitative study of local priorities and key contextual factors
Notice bibliographique
Résumé
BACKGROUND: The burden of advanced cancer is rising in Africa. Cancer care involves complex conversations between providers, patients, and families. International guidelines recommend communication skills training for all cancer care providers, and patient-provider communication and training needs are strongly influenced by culture. As oncology and palliative care capacity expand in African settings such as Rwanda, participatory research is needed to culturally adapt communication skills training to best fit local contexts. METHODS: Guided by the Cultural Adaptation Process model, this study aimed to set the stage for adaptation and implementation of serious illness communication skills training in the Rwandan context. We conducted focus group discussions with interdisciplinary cancer care providers at Butaro Hospital in Rwanda to understand their communication training priorities and describe pertinent contextual factors. The focus groups were audio-recorded, transcribed, and analyzed using the framework method of thematic analysis. RESULTS: A total of 17 cancer care providers participated in one of three focus groups, including six physicians, seven nurses, two psychologists, and two social workers. Participants identified delivering bad news and responding to emotion as the most challenging aspects of clinical communication and the highest priorities for training. They expressed concerns about the psychological toll of difficult conversations on providers, advocating for future trainings to include burnout mitigation strategies. Participants described several key contextual factors that should inform adaptations of communication training for Rwandan cancer care. These include barriers common to low-resource settings as well as several local assets: interdisciplinary collaboration, dedicated clinical psychologists, group counseling sessions, peer support among patients, and strong community networks. Several findings will be directly applied to the design of an initial pilot communication training in Rwanda. Areas requiring further investigation and opportunities to broaden the scope of communication interventions beyond patient-provider encounters were identified. CONCLUSIONS: This study sets the stage for adapted communication skills training in Rwanda that is guided by the priorities and recommendations of local cancer care providers. Several pertinent cultural and structural factors were identified that are common across diverse African settings. Therefore, our training adaptations, as well as the methodology used for adaptation, have the potential for widespread reach.
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Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,001 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,001 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».