What helps and hinders family practice residents learn communication competencies in a behavioural medicine program

Research regarding adverse effects produced from poor communication between physicians and their patients has increased Behavioural Medicine Programs in medical curricula. Efficient and cost-effective instruction is sought for the programs. This study's purpose was to develop a set of categories describing what helps and what hinders family practice residents in a hospital's Family Practice Behavioural Medicine Program (the BMP) learn communication competencies targeted by the BMP. The participants were residents in the BMP who volunteered for an in-depth interview required by the study's qualitative methodology: the critical incident technique. From the specific factors, behaviours, and events reported in the incidents, 9 helpful categories and 5 hindering categories were formed. The four main theories supporting the categories are self-efficacy theory, experiential teaching method, self-determination theory, and group process theory. All the categories have theoretical support and are of value for future development of the BMP.Education, Faculty ofEducational and Counselling Psychology, and Special Education (ECPS), Department ofGraduat