Radiology Trainees’ Comfort With Difficult Conversations and Attitudes About Error Disclosure: Effect of a Communication Skills Workshop

2014 ◽  
Vol 11 (8) ◽  
pp. 781-787 ◽  
Author(s):  
Stephen D. Brown ◽  
Michael J. Callahan ◽  
David M. Browning ◽  
Robert L. Lebowitz ◽  
Sigall K. Bell ◽  
...  
Keyword(s):  
Communication Skills ◽  
Error Disclosure ◽  
Difficult Conversations

scholarly journals Twelve Years of the Italian Program to Enhance Relational and Communication Skills (PERCS)

2021 ◽  
Vol 18 (2) ◽  
pp. 439
Author(s):  
Lidia Borghi ◽  
Elaine C. Meyer ◽  
Elena Vegni ◽  
Roberta Oteri ◽  
Paolo Almagioni ◽  
...  
Keyword(s):  
Communication Skills ◽  
Repeated Measures ◽  
Behavioral Changes ◽  
Chi Square ◽  
Future Directions ◽  
Public And Private ◽  
Learner Centered ◽  
Difficult Conversations ◽  
Booster Sessions ◽  
Before And After

To describe the experience of the Italian Program to Enhance Relations and Communication Skills (PERCS-Italy) for difficult healthcare conversations. PERCS-Italy has been offered in two different hospitals in Milan since 2008. Each workshop lasts 5 h, enrolls 10–15 interdisciplinary participants, and is organized around simulations and debriefing of two difficult conversations. Before and after the workshops, participants rate their preparation, communication, relational skills, confidence, and anxiety on 5-point Likert scales. Usefulness, quality, and recommendation of the program are also assessed. Descriptive statistics, t-tests, repeated-measures ANOVA, and Chi-square were performed. A total of 72 workshops have been offered, involving 830 interdisciplinary participants. Participants reported improvements in all the dimensions (p < 0.001) without differences across the two hospitals. Nurses and other professionals reported a greater improvement in preparation, communication skills, and confidence, compared to physicians and psychosocial professionals. Usefulness, quality, and recommendation of PERCS programs were highly rated, without differences by discipline. PERCS-Italy proved to be adaptable to different hospital settings, public and private. After the workshops, clinicians reported improvements in self-reported competencies when facing difficult conversations. PERCS-Italy’s sustainability is based on the flexible format combined with a solid learner-centered approach. Future directions include implementation of booster sessions to maintain learning and the assessment of behavioral changes.

scholarly journals (Re)Introducing communication competence to the health professions

2013 ◽  
Vol 2 (3) ◽  
pp. 23 ◽  
Author(s):  
Brian H. Spitzberg
Keyword(s):  
Health Care ◽  
Communication Skills ◽  
Care Delivery ◽  
Communication Competence ◽  
Health Professions ◽  
Theoretical Background ◽  
Integrative Model ◽  
Individual Motivation ◽  
Error Disclosure ◽  
Effective Health Care

<p>Despite the central role that communication skills play in contemporary accounts of effective health care delivery in general, and the communication of medical error specifically, there is no common or consensual core in the health professions regarding the nature of such skills. This lack of consensus reflects, in part, the tendency for disciplines to reinvent concepts and measures without first situating such development in disciplines with more cognate specialization in such concepts. In this essay, an integrative model of communication competence is introduced, along with its theoretical background and rationale. Communication competence is defined as an impression of appropriateness and effectiveness, which is functionally related to individual motivation, knowledge, skills, and contextual facilitators and constraints. Within this conceptualization, error disclosure contexts are utilized to illustrate the heuristic value of the theory, and implications for assessment are suggested.</p>

scholarly journals Education Research: Difficult conversations in neurology

Neurology ◽  
2018 ◽  
Vol 90 (2) ◽  
pp. 93-97 ◽  
Author(s):  
Monica E. Lemmon ◽  
Charlene Gamaldo ◽  
Rachel Marie E. Salas ◽  
Ankita Saxena ◽  
Tiana E. Cruz ◽  
...  
Keyword(s):  
Focus Groups ◽  
Communication Skills ◽  
Poor Prognosis ◽  
Skills Training ◽  
Communication Skills Training ◽  
Cross Sectional ◽  
Difficult Conversations ◽  
Perceived Preparedness ◽  
Terminal Diagnosis ◽  
Prognostic Uncertainty

ObjectiveTo characterize features of medical student exposure to difficult conversations during a neurology core clerkship.MethodsThis was a cross-sectional concurrent nested mixed methods study, and all students rotating through a required neurology clerkship between 2014 and 2015 were enrolled. Data collection included an electronic communication tracker, baseline and end-of-clerkship surveys, and 4 facilitated focus groups. Students were asked to log exposure to patient–clinician conversations about (1) new disability, (2) poor prognosis, (3) prognostic uncertainty (4), terminal diagnosis, and (5) end-of-life care.ResultsA total of 159 students were enrolled and 276 conversations were tracked. Most (70%) students observed at least 1 difficult conversation, and conversations about poor prognosis, new disability, and prognostic uncertainty were most commonly logged. At clerkship end, most students (87%) desired additional bedside training in communication skills. Exposure to one of the predefined conversation types did not improve student perceived preparedness to lead difficult conversations in the future. In focus groups, students noted that the educational value of observation of a difficult conversation could be optimized with preconversation planning and postconversation debriefing.ConclusionsDifficult conversations are common in neurology, and represent a valuable opportunity to provide communication skills training on the wards. Future curricula should consider ways to leverage these existing opportunities to enhance communication skills training.

Narrative medicine and reflective practice among providers: Connecting personal experiences with professional action for ACP.

2018 ◽  
Vol 36 (34_suppl) ◽  
pp. 9-9 ◽  
Author(s):  
Leslie J. Hinyard ◽  
Cara L Wallace ◽  
Jennifer E Ohs ◽  
April Trees
Keyword(s):  
End Of Life ◽  
Communication Skills ◽  
Health Care Professionals ◽  
Narrative Medicine ◽  
Active Listening ◽  
Clinical Experiences ◽  
Personal Story ◽  
Narrative Skills ◽  
Difficult Conversations ◽  
Advance Care

9 Background: Increasingly, Narrative Medicine (NM) is utilized in clinical experiences. Critical reflection is a core aspect of NM providing the narrative competence to “recognize, absorb, interpret, and honor” the stories of self and other. This study evaluates the effectiveness of a NM workshop to: 1) develop skills in attending and responding to the stories of others as a part of advance care planning (ACP) conversations and 2) reflect on their own stories of loss in relation to professional practice. Developing narrative skills may help overcome barriers to successful ACP with patients and families. Methods: 29 health care professionals completed a continuing education course on NM principles for end-of-life care. Workshop activities included a close reading on a professional’s story of personal loss and a reflective writing exercise sharing one’s own personal story of loss. Small groups debriefed after each exercise. 24 participants (83%) completed post-workshop surveys including closed and open-ended questions. Results: Mean age of participants was 50.3 (SD 14.7), 87% were female, and 92% White. Social workers represented 71% of the sample with clinicians across several specialty areas. Findings indicate 80% of participants strongly agreed the experience of writing about their own experiences of loss helped develop their communication skills and 88% strongly agreed the experience of listening to stories of others helped develop their communication skills and they would use skills from the workshop in practice. Common themes from qualitative analysis included the usefulness of techniques for framing difficult conversations, patient vulnerability, the importance of active listening, and increased empathy for the storyteller. Common themes reflecting on providers’ personal stories of loss included recognition of prior experience on professional interactions and reported improved skills in authentic interactions and increased capacity for empathy. Conclusions: NM competencies have the potential to enhance communication surrounding ACP. Providers find the NM approach to be a useful framework for engaging in difficult conversations about end-of-life.

scholarly journals 140 Lessons From the Front Line: Communication is Key

2021 ◽  
Vol 50 (Supplement_1) ◽  
pp. i12-i42
Author(s):  
B Pyrke ◽  
B Abdalla ◽  
G Cartwright ◽  
K Figg ◽  
E Murphy ◽  
...  
Keyword(s):  
Communication Skills ◽  
Skills Training ◽  
University Hospital ◽  
Junior Doctors ◽  
Teaching Programme ◽  
Successful Communication ◽  
Difficult Conversations ◽  
The Family ◽  
Regular Family ◽  
Learning Points

Abstract Introduction As junior doctors, we very rarely receive formal teaching on communication after medical school, with telephone encounters and difficult conversations over technology being a vital yet missing part of our education. The COVID-19 pandemic has required us to adapt how we communicate with patients’ families due to hospital visiting restrictions. In an era where tragically deterioration and death have been much more commonplace, we looked to identify areas where junior doctors felt their communication skills could be improved, and implemented a teaching programme to deliver this. Methods Pre-teaching questionnaires were distributed to a range of grades of junior doctors working in University Hospital of Llandough, Cardiff. The questionnaires were distributed at the beginning of June 2020, after 3 months of working in pandemic conditions. A teaching session on telephone and video communication skills was delivered by a local palliative care consultant. Post-teaching, a repeat questionnaire was undertaken to assess response and identify key learning points. Results Pre-teaching, 100% of the 22 respondents had had to participate in difficult conversations over the phone, 82% had had no formal phone based communication skills training and 81.82% felt some form of formal teaching would be helpful. Post-teaching, 12 junior doctors provided feedback with an average 37% increase in confidence to undertake difficult conversations. Key learning points from the session highlighted the importance of preparation, regularly updating the family to build trust and rapport, and integrating family updates via tele-communication into daily ward life. Conclusions Education around telephone communication skills is critical to enable us to adapt our skills in accordance with the demands of the pandemic, to continue to support relatives and to engage with technology with confidence. Increased preparation is required to navigate difficult conversations via technology, and successful communication requires clinicians to take responsibility for initiating regular family updates.

scholarly journals Medical Interns’ Perceptions about Disclosing Medical Errors

2021 ◽  
Vol 2021 ◽  
pp. 1-10
Author(s):  
Sedigheh Ebrahimi ◽  
Seyed Ziaedin Tabei ◽  
Fatemeh Kalantari ◽  
Alireza Ebrahimi
Keyword(s):  
Data Collection ◽  
Communication Skills ◽  
Medical Errors ◽  
Medical Error ◽  
Training And Education ◽  
Ethical Duty ◽  
Error Disclosure ◽  
Willingness To Disclose ◽  
Males And Females ◽  
Medical Interns

Background. Honest and timely reporting of medical errors is the professional and ethical duty of any physician as it can help the patients and their families to understand the condition and enable the practitioners to prevent the consequences of the error. This study aims to investigate the viewpoints of medical interns regarding medical error disclosure in educational hospitals in Shiraz, Iran. Methods. A researcher-made questionnaire was used for data collection. The survey consisted of questions about the medical error disclosure, the willingness to disclose an error, the interns’ experiences and intentions of reporting the medical error, and two scenarios to assess the students’ response to a medical error. Results. Medical interns believed that a medical error must be reported for the sake of conscience and commitment and prevention of further consequences. The most important cause of not reporting an error was found to be inappropriate communication skills among the students. The results indicated that the willingness to disclose the hypothetical error among females was more than males (R < 0.005), but in practice, there was no difference between males and females (R > 0.005). The willingness to disclose minor and major hypothetical errors had a positive correlation ( P < 0.001 , R = 0.848). Conclusion. More ethical training and education of communication skills would be helpful to persuade physicians to disclose medical errors.

Learning by (video) example: a randomized study of communication skills training for end-of-life and error disclosure family care conferences

2016 ◽  
Vol 212 (5) ◽  
pp. 996-1004 ◽  
Author(s):  
Connie C. Schmitz ◽  
Jonathan P. Braman ◽  
Norman Turner ◽  
Stephanie Heller ◽  
David M. Radosevich ◽  
...  
Keyword(s):  
End Of Life ◽  
Communication Skills ◽  
Randomized Study ◽  
Family Care ◽  
Skills Training ◽  
Communication Skills Training ◽  
Error Disclosure

Difficult conversations: Improving communication skills and relational abilities in health care*

2009 ◽  
Vol 10 (3) ◽  
pp. 352-359 ◽  
Author(s):  
Elaine C. Meyer ◽  
Deborah E. Sellers ◽  
David M. Browning ◽  
Kimberly McGuffie ◽  
Mildred Z. Solomon ◽  
...  
Keyword(s):  
Health Care ◽  
Communication Skills ◽  
Difficult Conversations ◽  
Relational Abilities

Teaching Empathic Communication to Pediatric Interns: Immediate and 3-Month Impact

2021 ◽  
pp. 104990912199979
Author(s):  
Jason Z. Niehaus ◽  
Megan M. Palmer ◽  
James E. Slaven ◽  
Lyle Fettig
Keyword(s):  
Communication Skills ◽  
Medical Error ◽  
Communication Training ◽  
Reflective Teaching ◽  
Communication Course ◽  
Error Disclosure ◽  
Clinical Scenarios ◽  
Simulation Based ◽  
Empathic Communication

Objective: Evaluate pediatric intern self-reported preparedness to Deliver Serious News, Express Empathy, and Medical Error Disclosure after a 1-day simulation based-empathic communication training. Additionally, we sought to evaluate self-reported use of communication skills and describe the clinical scenarios in which the skills were used. Methods: Pediatric interns completed the survey immediately and 3 months after participating in the communication course. Results: Self-reported preparedness to Deliver Serious News, Express Empathy, and Medical Error Disclosure all significantly improved. At 3 months, 73.9% of respondents reported using the skills at least weekly and 62% described the clinical scenarios in which they used skills. These descriptions show an ability to use the skills appropriately, and in some cases apply the skills in advanced, more difficult scenarios. Conclusion: A 1 day simulation-based reflective teaching course for pediatric interns is an effective way to teach empathic communication skills. They feel more prepared to deliver serious news, respond with empathy and disclose a medical error. In addition, the interns value the training as a part of their education and report using the skills in appropriate scenarios at 3 months.

Sign in / Sign up

Export Citation Format

Share Document