Optimising planned medical education strategies to develop learners' person-centredness: a realist review.

Our findings offer explanations as to why communication skills-based interventions, may be insufficient to develop learners' person-centredness. Integrating experiential person-centred learning with theory on why person-centredness matters to clinical practice and enabling learners to make sense of their responses to learning, may support perspective transformation towards person-centredness. Our findings offer programme and policy makers testable theory to inform the development of medical education strategies that aim to support person-centredness.