Evidence map›Paper›PMID 42569335›Full record

ArticlePEC innovation2026

Co-designing a prototype teaching intervention on triadic communication for healthcare professionals working with young people with cancer.

Deborah J Critoph, Rachel M Taylor, Helen Hatcher, Robbie Duschinsky, Lawrence Fayers, Stephanie Smith, Elizabeth Fistein, Luke A M Smith, Anna Spathis

Abstract read
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In one paragraph

Article in PEC innovation, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.

0numbers the graph read from it
0cells of the map it votes in
0citing papers in PubMed
–field-weighted citation impact
1 · What the graph read from it

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.

2 · The registry

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.

3 · Its place in the literature

Who cites it

0 citing papers in PubMed.

No citing paper in PubMed yet.

4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

9 authors.

Deborah J CritophPrimary Care Unit, Department of Public Health and Primary Care, University of Cambridge, Cambridge, UK.
Rachel M TaylorCentre for Nurse, Midwife and Allied Health Profession led Research (CNMAR), University College London and Director of the CNMAR, University College London Hospitals NHS Foundation Trust, London, UK.
Helen HatcherDepartment of TYA oncology, Cambridge University Hospitals NHS Foundation Trust, Cambridge, UK.
Robbie DuschinskyPrimary Care Unit, Department of Public Health and Primary Care, University of Cambridge, Cambridge, UK.
Lawrence FayersCancer Clinical Trials Unit, Cambridge University Hospitals NHS Foundation Trust, Cambridge, UK.
Stephanie SmithClinical Skills Unit, Cambridge University Hospitals NHS Foundation Trust, Cambridge, UK.
Elizabeth FisteinPrimary Care Unit, Department of Public Health and Primary Care, University of Cambridge, Cambridge, UK.
Luke A M SmithDepartment of TYA oncology, Cambridge University Hospitals NHS Foundation Trust, Cambridge, UK.
Anna SpathisPrimary Care Unit, Department of Public Health and Primary Care, University of Cambridge, Cambridge, UK.

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

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.

Indexed as

CancerHealthcare professionalsPatients' perspectiveTeachingTime aloneTriadic communicationYoung people

Identifiers

PMID42569335
PMCPMC13449821

What OpenQuestion holds

Textmetadata
LicenceCC BY
Read underepoch 390

Registered trials

None linked

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.