ArticleJournal of medical education and curricular development
Challenges and Benefits to Adapting the C.L.E.A.R. Conversations Curriculum for Physician-Patient Communication to an Online Format: A Qualitative Interview Study.
Article in Journal of medical education and curricular development. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
0 citing papers in PubMed.
No citing paper in PubMed yet.
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
2 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Background: Effective communication is essential for patient care and physician development. Connect, Listen, Empathize, Align, Respect (C.L.E.A.R.) Conversations, developed at Henry Ford Health in 2012, is an evidence-based program using experiential learning methods-role play, feedback, and reflection-to build communication skills. During the COVID-19 pandemic, the program transitioned from in-person to virtual delivery. Few U.S. studies have explored challenges and opportunities from the perspectives of facilitators, graduate medical education (GME) partners, and administrators. Objective: This exploratory qualitative study aimed to understand the experiences and perspectives of facilitators and administrators during the transition of C.L.E.A.R. Conversations to a virtual format. The purpose was to identify key opportunities, challenges, and strategies that supported this transition rather than to evaluate the benefits or compare virtual and in-person modalities, The study also sought to determine whether the adaptation process could inform a practical and scalable framework for other institutions, serving as both internal reflection and a foundation for hypothesis generation and future research in medical education. Methods: Structured interviews with facilitators, GME partners, and administrators were conducted from April to June 2024 and analyzed through inductive content analysis by two independent coders. Results: Eleven participants described the adaptation process, yielding five main themes: Modifying Content and Delivery, Adapting to Virtual Format, Challenges and Mitigations, Benefits and Surprises, and Recommendations and Insights. Conclusion: Findings highlight how facilitator and administrator perspectives can inform the thoughtful adaptation of experiential learning programs to virtual environments, offering a replicable framework for scalable, learner-centered communication training in GME.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.