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

Document Type

Article

Publication Date

12-1-2025

Publication Title

J Med Educ Curric Dev

Keywords

communication training; faculty development; graduate medical education; qualitative study; virtual learning

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.

PubMed ID

41358264

Volume

12

First Page

23821205251404583

Last Page

23821205251404583

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