Diana Kljenak (University of Toronto); Sagar Parikh (University of Toronto); Saulo Castel (University of Toronto)

Purpose

The literature indicates that as many as 15% of patient-physician encounters are perceived as difficult. Patients who are perceived as difficult are more likely to have a mental disorder. Interprofessional collaboration emphasizes the opportunities for health care providers from different professions and work settings to work together to provide more coordinated and effective services for “difficult” patients.

Methods

A half-day workshop (mixture of didactic presentation and case-based small group learning) was designed with the main emphasis on education about common countertransference reactions that “difficult” patients invoke. Case examples served as a platform for reflection on audience’s countertransference reactions that then helped reframe the problem from “difficult” patient to “difficult” clinician-patient interaction. The workshop was evaluated through prea post-workshop questionnaire, as well as satisfaction evaluation questionnaire.

Results

Participants were highly satisfied with the pilot workshop. 100% of respondents agreed that the workshop was relevant to their work and 87.5% of respondents reported that the workshop will alter their clinical practice. Their self-perceived knowledge of transference and countertransference and strategy to manage difficult encounters improved post workshop.

Applications and Future Directions

This format was replicated to a more diverse audience who endorsed increased ability to manage difficult clinician-patient encounters. Additional workshops are planned with participants analyzing several video clips of encounters, pre and post workshop, to gauge learning more deeply. Such skill building will improve clinician-patient encounters and improve health outcomes.