Relationally competent attitudes and actions: a systematic review of general practice literature
Creators: name: Hansen, Cæcilie
name: Guassora, Ann Dorrit
name: Arreskov, Anne Beiter
name: Davidsen, Annette Sofie
name: Overbeck, Gritt
Publisher: name: Taylor & Francis
Year: 2024
Subjects: subject: Medicine
subject: Cell Biology
subject: Science Policy
subject: Immunology
subject: FOS: Clinical medicine

description: To explore core elements from Teachers’ Relational Competence in general practice literature regarding building relationships in consultations, specifying actions doctors take to create and maintain relationship quality with patients. This systematic literature review aims to map and propose a similar framework for the doctor-patient relationship. The doctor-patient relationship, a well-researched yet complex field, often lacks clear descriptions. In recent definitions of patient-centred medicine, the responsibility of this relationship falls on the doctor, though how both relationship and responsibility is enacted needs clarification. Pedagogical literature on the student-teacher relationship provides a framework for relational competence, incorporating the needs and interactions between teacher and student and their alignment with institutional goals. A systematic review of two databases yielded 1256 hits. After screening, 15 studies were included and assessed. A qualitative synthesis was conducted through iterative and thematic deductive analysis. Four relationally competent attitudes identified were: Attention to emotion, Devotion, Mentalization, and Time-oriented presence. Four relationally competent actions identitfied were: Being open, Attunement, Offering Support, and Using humor. Additionally, Trust and Continued connectedness were found as components of both attitudes and actions. An explanatory framework for professional relational competence for GPs includes concrete actions and specific attitudes before and during consultations. These consist of four key attitudes and four categories of actions with several subgroups of actions. Two additional components to the framework was found. Patient-centredness is a concept widely known and used in healthcare, which doctors are expected to uphold, but some aspects of carrying out patient-centredness and relational work needs further research.Using inspiration from pedagogy, an explanatory framework can offer insights to how patient-centredness can be carried out in consultationsThe findings from our study can be used to further research into the doctor-patient relationship, as well as to strengthen education in communication in health care and consultations in general practice.This study found that an explanatory framework for professional relational competence for GP’s consists of concrete actions in the consultation as well as attitudes toward the consultation, both before and during the interaction Patient-centredness is a concept widely known and used in healthcare, which doctors are expected to uphold, but some aspects of carrying out patient-centredness and relational work needs further research. Using inspiration from pedagogy, an explanatory framework can offer insights to how patient-centredness can be carried out in consultations The findings from our study can be used to further research into the doctor-patient relationship, as well as to strengthen education in communication in health care and consultations in general practice. This study found that an explanatory framework for professional relational competence for GP’s consists of concrete actions in the consultation as well as attitudes toward the consultation, both before and during the interaction The findings enhance existing conceptualizations of doctor-patient relationships in general practice and inform the development of these relationships. They provide a basis for further research and can be used to improve communication education in healthcare and consultations in general practice.