Communication is one of the core competency in most health professions education therefore this article is relevant.
- The literature around interpersonal / transactional communication is extensively covered however it would be useful to explore or reference clinical communication as this widely covered in other discipline. Defining it , highlighting differences ( if there is) with transactional communication taught in this particular curriculum
- Rephrasing of first line/sentence of last paragraph (page 420)
- Inclusion of background of content of communication, teaching strategies & assessment would assist to understand and follow purpose of study (more detail than in research context)
- Include brief description of social- constructionist
- Research Context: – detail of how communication is taught from first to final year
- It appears that the purpose or requirement of the assignments included a wide range of elements other than communication. This definitely impacts on the analysis of the data, the quality of the data as well as the relevancy of using this assignments as data-source.
- There appears to be disjuncture between the research question/aim & the data-source
- In addition, the learning outcome of the communication course is not aligned with the requirements of the assignment
- It would be valuable to explore the students’ clinical experience/exposure to patients or clients and how this impacts or affect their perception of communication and role of physiotherapist
- The link between the findings and discussions is not clear
- It is challenging to follow clear issues highlighted in findings
- It is long, new issues and literature included without linking to introduction or findings.
- I would suggest that fewer issues to be included, ‘streamline’ issues
- Focus only on communication and communication strategies, exclude national codes of rights, complexities of practices, etc