Communication as a core non-technical skill in pediatric surgery: existing frameworks and potential implementation in training programs
1
Issued Date
2026-12-01
Resource Type
ISSN
01790358
eISSN
14379813
Scopus ID
2-s2.0-105029358878
Journal Title
Pediatric Surgery International
Volume
42
Issue
1
Rights Holder(s)
SCOPUS
Bibliographic Citation
Pediatric Surgery International Vol.42 No.1 (2026)
Suggested Citation
Paraboschi I., Lovvorn H.N., Ieiri S., Chao S.D., Pelizzo G., Morabito A., Blanié A., Rolle U., Losty P.D., Pio L. Communication as a core non-technical skill in pediatric surgery: existing frameworks and potential implementation in training programs. Pediatric Surgery International Vol.42 No.1 (2026). doi:10.1007/s00383-026-06301-0 Retrieved from: https://repository.li.mahidol.ac.th/handle/123456789/115015
Title
Communication as a core non-technical skill in pediatric surgery: existing frameworks and potential implementation in training programs
Author's Affiliation
Corresponding Author(s)
Other Contributor(s)
Abstract
Purpose: Communication skills are essential non-technical competencies in pediatric surgery, yet formal training programs remain limited and inconsistent. This perspective article examines the critical role of communication across pediatric surgical subspecialties and proposes frameworks for implementing structured communication training in residency programs. Methods: We performed a narrative review of published literature on communication skills in pediatric surgery and synthesized existing communication frameworks applicable to surgical training. Expert perspectives were gathered from an international group of pediatric surgeons representing diverse subspecialties including prenatal counseling, neonatal surgery, pediatric urology, and pediatric surgical oncology. Results: We identify specific communication challenges unique to pediatric surgery, including prenatal counseling, neonatal intensive care discussions, sensitive urological conditions, and pediatric oncology. Existing frameworks such as SPIKES for delivering bad news and EMPATHY for non-verbal communication provide evidence-based tools adaptable to pediatric contexts. Current training approaches remain largely informal and mentor-dependent, with significant variability between programs. Conclusion: Pediatric surgery training programs should integrate structured communication curricula with defined learning objectives, simulation-based practice, and regular feedback mechanisms to prepare trainees for the unique communication demands of caring for children and their families.