BACKGROUND Effective communication between patients-clinicians, supervisors-learners and facilitators-participants within a simulation is a key priority in health profession education. There is a plethora of frameworks and recommendations to guide communication in each of these contexts, and they represent separate discourses with separate communities of practice and literature. Finding common ground within these frameworks has the potential to minimise cognitive load and maximise efficiency, which presents an opportunity to consolidate messages, strategies and skills throughout a communication curriculum and the possibility of expanding the research agenda regarding communication, feedback and debriefing in productive ways. METHODS A meta-synthesis of the feedback, debriefing and clinical communication literature was conducted to achieve these objectives. RESULTS Our analysis revealed that the concepts underlying the framework can be usefully categorised as stages, goals, strategies, micro-skills and meta-skills. Guidelines for conversations typically shared a common structure, and strategies aligned with a stage. Core transferrable communication skills (i.e., micro-skills) were identified across various types of conversation, and the major differences between frameworks were related to the way that power was distributed in the conversation and the evolution of conversations along the along the path of redistributing power. As part of the synthesis, an overarching framework "prepare-EMPOWER enact" was developed to capture these shared principles across discourses. CONCLUSIONS Adopting frameworks for work-based communication that promote dialogue and empower individuals to contribute may represent an important step towards learner-centred education and person-centred care for patients.

中文翻译：

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寻找共同点：在患者交流，监督和模拟文献中发现的交流框架的综合。

背景技术模拟中的患者-临床医生，主管-学习者和促进者-参与者之间的有效通信是卫生专业教育中的关键优先事项。在每种情况下都有大量指导交流的框架和建议，它们代表着具有不同实践和文学领域的独立论述。在这些框架内找到共同点有可能最大程度地降低认知负担并提高效率，这为整合沟通课程中的信息，策略和技能提供了机会，并有可能以生产性方式扩展有关沟通，反馈和汇报的研究议程。方法反馈的元综合，为实现这些目标进行了汇报和临床交流文献。结果我们的分析表明，框架的基础概念可以有效地分类为阶段，目标，策略，微技能和元技能。对话指南通常具有相同的结构，并且策略与阶段保持一致。跨各种类型的对话确定了可转让的核心交流技能（即微技能），并且框架之间的主要差异与对话中力量分配的方式以及对话沿着重新分配力量的演变有关。作为综合的一部分，开发了一个总体框架“ prepare-EMPOWER enact”，以捕获跨语篇的这些共享原则。