SPA2 Tutorial - Microanalysis of interpersonal communication. PDF

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Microanalysis of interpersonal communication. Review of Endres et al (2009), Vento et al (2009), and Warren et al (2009)....

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SPA2 Tutorial – Microanalysis of Interpersonal Communication Please review the 3 papers (they’re all quite short) and come prepared to discuss the following: Introduction – what were they trying to find out?

1.

Endres et al (2009)   

communication between patients and doctors whether poor communication can be caused by the inability to recognise facial expressions whether recognition of facial micro-expressions can be taught to medical students

Vento et al (2009)  

how experienced physicians communicate bad new by using implicit language see if they can be truthful but not blunt

Warren et al (2009) 

to see whether skill in identifying subtle and micro-expressions will be significantly and independently correlated with lie detection accuracy

2. Method – what did they do?

Endres    

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1st-year medical students pre-selected based on results of OSCE completed METT under exam conditions before and after the experiment recorded training slow-motion clip explaining the difference between commonly confused expressions - explained explicit examples of similarities and differences in eyes, mouth and nose participants labelled 28 facial expressions - if incorrect, they continued guessing until they got it right participants invited to comment on METT and its relation to communication training

Vento    

8 physicians delivered good and bad news to 16 analogue patients - videotaped asked patients to write a hypothetical letter to the physician to see if they understood their diagnosis interviewed patients with open questions to see if they were happy with the physician microanalysis of their news delivery identifying departures from explicit language

o the term for diagnosis, evaluation of the news, expressed uncertainty, references to the patient, identifying the source of the news Warren        

encoders asked to give a brief description of their hobbies to provide a baseline viewed either emotional/unemotional videos counterbalanced deceiving instructions when describing the video told that if they were successfully deceptive they would receive £10 asked to describe the second clip truthfully encoders were given micro-expression training and saw how good participants were at detecting whether people were lying or telling the truth

3. Results – what did they find?

Endres      

no diff in METT pre-assessment scores a diff found when comparing diff in METT scores pre and post between low and high quartile no diff between pre and post in the low group diff between pre and post in the high group highest quartile able to improve the facial micro-expression recognition skills, lowest quartile did not both saw the relevance of the training

Vento  



physicians used implicit language significantly more when delivering bad news cf good news tended to use alternative terms for the diagnosis (avoided repeating the name of the diagnosis multiple times), underemphasize certainty, qualify their evaluation (not good instead of bad) and subtly separate patient and diagnosis patients still understood their diagnosis

Warren       

on average performed at chance on DDT emotional lie detection was sig above chance unemotional lie detection was sig below chance sig main effect of emotion with accuracy greater in emotional items cf unemotional no sig main effect for truths/lies no sig interaction effect no correlation between METT and SETT

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sig positive correlation between emotional lie detection and SETT but not the METT

4. Discussion – what did they conclude?

Endres et al (2009)    

No difference in baseline ability to recognise facial micro-expressions pre-assessment therefore not the reason students were performing poorly in communication skills assessments the highest quartile improved, lowest didn’t improve meaning METT could be used to improve performance the students in the lowest quartile were poorer communicators o might have needed more time in the training o less motivated than the highest quartile

Vento  

implicit language allows for honest but not harsh delivery of bad news incorporating implicit language allows bad news to be delivered without doctors being blunt

Warren  

important to take the type of lie into account when looking at lie detection easier to lie for the unemotional task

Any criticisms? Endres    

small sample still images - not realistic only 1st years - what about students in later years? what about qualified doctors? don’t know how long students were analysing the faces o eye-tracking - did the different groups fixate on different features

Vento     

control experiment of standard people to see if physicians are greater lager sample size experienced vs less experienced physicians may use different language if the physician knew the patient well all physicians palliative/oncology - other types could be useful - paediatrics - is the use of implicit language different with children?

Warren

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issues regarding gender and ethnicity - look at differences between gender and ethnicity - collectivistic and individualistic cultures may produce different results videoed so behaviour and performance may have changed unemotional first may change the results - feel more comfortable

Microanalysis: a distinctive methodology and a way about thinking about comms comms can be verbal and non-verbal studying social interaction by analysis of video and audio recording study of interpersonal comms as a subject in its own right Practical relevance: Highlights fine details of social interaction making it easier for people to change their behaviour Changes how people actually think about communication Development of formal training procedures to improve how people communicate 

Communication Skills Training...