Abstract Purpose While nonverbal communication skills (NVCS) are an important contributor to building a clinical alliance, they are often included implicitly rather than explicitly in medical education programs. Ambiguity around if (and how) NVCS are taught, learned or developed limits the flexibility of implementation of NVCS education in medical programs. This gap in understanding is further highlighted by recent pushes toward online learning environments. This study aimed to identify the perceptions of clinical skills tutors, simulated patients, and students around learning NVCS and how that translates to an online context. Methods A qualitative study was conducted using a series of semi-structured interviews with clinical skills tutors, simulated patients and medical students from an Australian medical program. The resulting data was analyzed using reflective thematic analysis. Results We classified participant construals of how NVCS are taught and learned into four themes: ‘explicit teaching’, ‘experiential learning’, ‘observational learning’ and the importance of ‘feedback’. In the transition to online learning, the process of learning NVCS through explicit teaching was largely thought to be retained. Experiential and observational learning were retained in limited forms and some elements of feedback were lost. Conclusions This study has identified new perspectives of stakeholders in teaching and learning NVCS online for use in clinical contexts. Learning NVCS online can be beneficial in preparing students for telehealth consultations. However, a better understanding of how skills used online and in face-to-face environments correspond is required to guide the development of innovative and engaging methods for the teaching and learning of NVCS.
Aggio‐Bruce et al. (Fri,) studied this question.