scholarly journals RELATIONSHIP CENTERED COMMUNICATION SKILLS TRAINING: COMMUNICATION WORKSHOPS INTEGRATED INTO GRADUATE MEDICAL EDUCATION

2020 ◽  
Vol 75 (11) ◽  
pp. 3635
Author(s):  
Meera Devi Kondapaneni ◽  
Jaclyn Rivington
Keyword(s):  
Medical Education ◽  
Graduate Medical Education ◽  
Communication Skills ◽  
Skills Training ◽  
Communication Skills Training ◽  
Graduate Medical ◽  
Relationship Centered

scholarly journals A Systematic Review of the Use of Google Glass in Graduate Medical Education

2019 ◽  
Vol 11 (6) ◽  
pp. 637-648
Author(s):  
Joseph F. Carrera ◽  
Connor C. Wang ◽  
William Clark ◽  
Andrew M. Southerland
Keyword(s):  
Systematic Review ◽  
Medical Education ◽  
Graduate Medical Education ◽  
Skills Training ◽  
Small Sample ◽  
Point Of View ◽  
Battery Life ◽  
Google Glass ◽  
Clinical Learning Environment ◽  
Graduate Medical

ABSTRACT Background Graduate medical education (GME) has emphasized the assessment of trainee competencies and milestones; however, sufficient in-person assessment is often constrained. Using mobile hands-free devices, such as Google Glass (GG) for telemedicine, allows for remote supervision, education, and assessment of residents. Objective We reviewed available literature on the use of GG in GME in the clinical learning environment, its use for resident supervision and education, and its clinical utility and technical limitations. Methods We conducted a systematic review in accordance with 2009 PRISMA guidelines. Applicable studies were identified through a review of PubMed, MEDLINE, and Web of Science databases for articles published from January 2013 to August 2018. Two reviewers independently screened titles, abstracts, and full-text articles that reported using GG in GME and assessed the quality of the studies. A systematic review of these studies appraised the literature for descriptions of its utility in GME. Results Following our search and review process, 37 studies were included. The majority evaluated GG in surgical specialties (n = 23) for the purpose of surgical/procedural skills training or supervision. GG was predominantly used for video teleconferencing, and photo and video capture. Highlighted positive aspects of GG use included point-of-view broadcasting and capacity for 2-way communication. Most studies cited drawbacks that included suboptimal battery life and HIPAA concerns. Conclusions GG shows some promise as a device capable of enhancing GME. Studies evaluating GG in GME are limited by small sample sizes and few quantitative data. Overall experience with use of GG in GME is generally positive.

scholarly journals Medical Education in Berlin Reformed Curriculum and Communication Skills Training

2004 ◽  
Vol 56 (2-4) ◽  
pp. 172-181 ◽  
Author(s):  
Ortwein H ◽  
Muehlinghaus I ◽  
Schnabel KP ◽  
Terzioglu P ◽  
Wilke A ◽  
...  
Keyword(s):  
Medical Education ◽  
Communication Skills ◽  
Skills Training ◽  
Communication Skills Training

Mapping the Balint groups to the Accreditation Council for Graduate Medical Education family medicine competencies

2017 ◽  
Vol 53 (1-2) ◽  
pp. 47-58 ◽  
Author(s):  
Albert Lichtenstein ◽  
Jumana Antoun ◽  
Chris Rule ◽  
Katherine Knowlton ◽  
Jeffrey Sternlieb
Keyword(s):  
Medical Education ◽  
Family Medicine ◽  
Graduate Medical Education ◽  
Communication Skills ◽  
Learning Opportunities ◽  
Group Discussions ◽  
Accreditation Council ◽  
Graduate Medical ◽  
Balint Groups ◽  
Balint Group

Introduction Balint group discussions provide learning opportunities for many of the competencies and milestones put forward by the Accreditation Council for Graduate Medical Education. The current literature is mixed concerning the effect of Balint groups on communication skills and professionalism. Aim To map the content of the Balint discussion to the competencies and milestones put forward by the Accreditation Council for Graduate Medical Education. Methodology: A group who were both experts in Balint and members of the clinical competency committee of residency programs rated narratives that summarized Balint group discussions. Credentialed Leaders of the American Balint Society were invited via email to submit narratives (250 words) about Balint groups that they have led, or were leading, with residents. Results Only four narratives were submitted. Additional cases were recruited through literature review of published Balint discussion cases. A total of 25 cases were rated by the committee. There was agreement between three out of four raters on at least one core milestone in every case. The most frequent milestones were C1 (develops meaningful therapeutic relationships with patients and families), C2 (communicated effectively with patients, families, and public), Prof1 (completes a process of professionalization), and Prof3 (demonstrates humanism and cultural proficiency). Balint groups provided a learning opportunity for a subset of milestones in at least 36% of the cases. Conclusion This pilot research suggests that Balint groups and the discussions of complex and challenging cases provide learning opportunities for multiple family medicine milestones, mainly communication skills and professionalism. Further research is needed to refine the methodology and the rating system.

Metadiscourse, materiality and morality in communication skills training with simulated patients

2021 ◽  
Vol 16 (3) ◽  
Author(s):  
Grace Peters
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Communication Skills ◽  
Clinical Skills ◽  
Standardized Patients ◽  
Skills Training ◽  
The United States ◽  
Simulated Patient ◽  
Simulated Patients ◽  
Communication Skills Training

Simulated patients (also known as standardized patients) are commonly employed by institutions of medical education to train medical students and assess their communication skills. This article demonstrates that such patients are not translational devices that enact prima facie standards of communication skills as laid out by the institutions that use them, but rather metadiscursively transform communication practices. This is shown via a case study that closely examines a series of interactions between a simulated patient and a third-year medical student during a practice exam designed for the United States Medical Licensing Examination Step 2 Clinical Skills. I use discourse analysis to show how communication skills are transformed in three practices: (1) simulated consultations between standardized patients and medical students; (2) spoken evaluations offered by standardized patients after simulated consultations between standardized patients and medical students; and (3) written evaluations offered by standardized patients in assessment forms. In particular, by attending to how a simulated patient makes the act of draping the patient a relevant communication skill, I explicate the material elements and moral implications of clinical communication. Finally, I consider the instructive role simulated patients play in medical education and how their standards build on and often stand in contrast to communication skills techniques. I conclude by making practical suggestions for communication skills training with simulated patients in medical education.

scholarly journals What’s in a Name? Role Clarity Goes Well Beyond a Simple Title

2018 ◽  
Vol 6 (4) ◽  
pp. 325-328
Author(s):  
David A Turner ◽  
Kyle J Rehder ◽  
Alisa Nagler ◽  
Julia Aucoin ◽  
Pam Edwards ◽  
...  
Keyword(s):  
Medical Education ◽  
Patient Care ◽  
Graduate Medical Education ◽  
Communication Skills ◽  
Specific Role ◽  
Training Level ◽  
Role Clarity ◽  
Single Institution ◽  
Graduate Medical ◽  
Family Perceptions

Background: Role clarity is important for patient care but challenging in graduate medical education (GME). Methods: Badge buddies were integrated for all GME trainees at a single institution, and surveys were conducted prior to and 5 months following implementation. Results: There were 932 pre- and 498 postimplementation respondents. Following implementation, both trainees and nurses reported improved awareness of GME training level, but there were no changes in patient/family perceptions. Conclusions: Badge buddies improved caregiver awareness of GME training level but did not impact patient/family perception. Patients appear to be focused primarily on relationships with caregivers and communication skills rather than a provider’s specific role.

High-Quality Feedback Regarding Professionalism and Communication Skills in Otolaryngology Resident Education

2017 ◽  
Vol 158 (1) ◽  
pp. 36-42 ◽  
Author(s):  
Erynne A. Faucett ◽  
Hilary C. McCrary ◽  
Jonnae Y. Barry ◽  
Ahlam A. Saleh ◽  
Audrey B. Erman ◽  
...  
Keyword(s):  
Medical Education ◽  
Interpersonal Communication ◽  
Graduate Medical Education ◽  
Communication Skills ◽  
Resident Education ◽  
Assessment System ◽  
Cochrane Library ◽  
High Quality ◽  
Graduate Medical ◽  
Quality Feedback

Objective The Accreditation Council for Graduate Medical Education (ACGME) requires competency-based education for residents and recommends 5 basic features of high-quality feedback. Our aim was to examine the incorporation of feedback in articles regarding professionalism and interpersonal/communication skills for otolaryngology residency training curriculum. Data Sources PubMed, Embase, ERIC, Cochrane Library, Web of Science, Scopus, and ClinicalTrials.gov . Methods We used studies identified during a systematic review of all indexed years through October 4, 2016. Results Eighteen studies were included in this review. Professionalism was discussed in 16, of which 15 (94%) examined aspects of feedback. Interpersonal/communication skills were the focus of 16 articles, of which 14 16 (88%) discussed aspects of feedback. Our assessment demonstrated that timeliness was addressed in 8 (44%) articles, specificity in 4 (22%), learner reaction and reflection in 4 (22%), action plans in 3 (20%), and balancing reinforcing/corrective feedback in 2 (13%). Two articles did not address feedback, and 6 did not address aspects of high-quality feedback. The ACGME-recommended feedback systems of ADAPT (ask, discuss, ask, plan together) and R2C2 (relationship, reactions, content, and coach) were not reported in any of the studies. Conclusion Feedback is an essential component of graduate medical education and is required by the ACGME milestones assessment system. However, the core feedback components recommended by the ACGME are rarely included in the otolaryngology resident education literature.

Sign in / Sign up

Export Citation Format

Share Document