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.

Simulation-Based Medical Error Disclosure Training for Pediatric Healthcare Professionals

2007 ◽  
Vol 29 (4) ◽  
pp. 12-19 ◽  
Author(s):  
Karen I. Wayman ◽  
Kimberly A. Yaeger ◽  
Paul J. Sharek ◽  
Sandy Trotter ◽  
Lisa Wise ◽  
...  
Keyword(s):  
Medical Error ◽  
Healthcare Professionals ◽  
Error Disclosure ◽  
Simulation Based ◽  
Pediatric Healthcare

Introduction of a patient communication course to postgraduate oncology training in Russia.

2020 ◽  
Vol 38 (15_suppl) ◽  
pp. 11022-11022
Author(s):  
Maxim Kotov
Keyword(s):  
Developing Countries ◽  
Communication Skills ◽  
Patient Communication ◽  
Active Listening ◽  
Self Awareness ◽  
Patient Centered ◽  
Communication Course ◽  
Oncology Education ◽  
Clinical Scenarios ◽  
Certified Teacher

11022 Background: Communication skills are an obligatory part of postgraduate oncology education in European and Western countries and its benefits for doctors, patients, and the healthcare system are well-known. However, teaching efficient patient communication is challenging in developing countries where the paternalistic model is still spread and medical professionals are unaware that these skills are lacking. We hypothesize that a short simulation-based course for oncology residents introduces communication skills and raises awareness about its value. Methods: A 2-day communication course based on the Calgary-Cambridge model was taught to a cohort of PGY2 oncology residents. Lectures, seminars, and clinical simulations emphasizing a patient-centered approach, including open questions, active listening, identifying patient concerns, empathy, summarizing, and bad news delivery were conducted by certified teacher. A simulation exam was administered to those who completed the communication course and those who did not complete the course. Scores (max. 130) from two clinical scenarios assessed by the examiner, actors, and participant were compared between groups. Results: Ten PGY2 residents completed the course and seven did not complete the course. Medians scores for the first scenario given by the examiner, actor and resident were 99 (IQR: 90 – 122), 125 (IQR: 122 – 127) and 102 (IQR: 91 – 108) for course participants and 15 (IQR: 7-35), 18 (IQR: 12-34) and 61 (IQR: 41-83) for non-participants, respectively. Medians scores for the second scenario were also higher in participant group: 113.5 (IQR: 100-117), 107 (IQR: 98-118) and 104 (IQR: 99-112) vs. 22 (IQR: 12-50), 18 (IQR: 10 - 44) and 66 (IQR: 43-81), respectively. Four (40%) course participants and seven (100%) non-participants evaluated themselves higher than the examiner and actor. Conclusions: A short patient communication course for young oncologists effectively improves communication skills and provider self-awareness in developing countries.

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.

scholarly journals The development and pilot testing of an ACP simulation-based communication-training program: Feasibility and acceptability

PLoS ONE ◽  
2021 ◽  
Vol 16 (8) ◽  
pp. e0254982
Author(s):  
Jui-O Chen ◽  
Shu-Chen Chang ◽  
Chiu-Chu Lin
Keyword(s):  
Training Program ◽  
Communication Skills ◽  
Advance Care Planning ◽  
Role Playing ◽  
Communication Training ◽  
Communication Process ◽  
Care Planning ◽  
Pilot Testing ◽  
Simulation Based ◽  
Advance Care

The lack of knowledge of advance care planning and training of communication skills among nurses in Taiwan is one of the main reasons for the low rate of advance directive signing. However, there is no specific and effective solution to this problem. The purposes of this study were (1) to develop and pilot testing of an advance care planning simulation-based communication training program and (2) to evaluate the feasibility and acceptability of the program. This study was conducted in three phases. Phase 1: Developing an advance care planning simulation-based communication training program; Phase 2: Conducting a pilot test; Phase 3: Evaluating the feasibility and acceptability of the program. Twelve convenient participants from a medical center in central Taiwan were selected. The participants believed that team-based learning was beneficial for several reasons. First, it helped to clarify the participants’ understanding of advance care planning and improve their communication skills. Second, role-playing, as one of the components, was helpful for discovering their own shortcomings in communication skills while debriefing enabled them to identify their blind spots in the communication process. Finally, the reflection log documented their weekly performance so they were able to reflect upon their weekly performance, improve their performance, and become more confident. All twelve participants signed the consent form and completed the whole training program. The participants were satisfied with the program, affirming that the timing and content of the program were appropriate and that the expected learning outcomes could be achieved. According to participant feedback, the program was beneficial in improving their knowledge of advance care planning and confidence in communication. Thus, it is feasible and acceptable to introduce communication of advance care planning programs into the staff training protocols of healthcare organizations. Clinical trial registration: NCT04312295.

scholarly journals Simulation-Based Communication Skills Training for Experienced Clinicians to Improve Family Conversations About Organ and Tissue Donation

2017 ◽  
Vol 27 (4) ◽  
pp. 339-345 ◽  
Author(s):  
Julie Elizabeth Potter ◽  
Jonathan J. Gatward ◽  
Michelle A. Kelly ◽  
Leigh McKay ◽  
Ellie McCann ◽  
...  
Keyword(s):  
Communication Skills ◽  
Skills Training ◽  
Communication Training ◽  
Tissue Donation ◽  
Clinical Settings ◽  
Communication Skills Training ◽  
Balanced Approach ◽  
Simulation Based ◽  
Deceased Organ Donation ◽  
Descriptive Statistical Analysis

Introduction: The approach, communication skills, and confidence of clinicians responsible for raising deceased organ donation may influence families’ donation decisions. The aim of this study was to increase the preparedness and confidence of intensive care clinicians allocated to work in a “designated requester” role. Design: We conducted a posttest evaluation of an innovative simulation-based training program. Simulation-based training enabled clinicians to rehearse the “balanced approach” to family donation conversations (FDCs) in the designated requester role. Professional actors played family members in simulated clinical settings using authentic scenarios, with video-assisted reflective debriefing. Participants completed an evaluation after the workshop. Simple descriptive statistical analysis and content analysis were performed. Results: Between January 2013 and July 2015, 25 workshops were undertaken with 86 participants; 82 (95.3%) returned evaluations. Respondents were registered practicing clinicians; over half (44/82; 53.7%) were intensivists. Most attended a single workshop. Evaluations were overwhelmingly positive with the majority rating workshops as outstanding (64/80; 80%). Scenario fidelity, competence of the actors, opportunity to practice and receive feedback on performance, and feedback from actors, both in and out of character, were particularly valued. Most (76/78; 97.4%) reported feeling more confident about their designated requester role. Discussion: Simulation-based communication training for the designated requester role in FDCs increased the knowledge and confidence of clinicians to raise the topic of donation.

Empathic Communication Skills Across Applied Undergraduate Psychology Courses: A Replication Study

2021 ◽  
pp. 009862832199543
Author(s):  
Catherine M. Reich ◽  
Lara J. LaCaille ◽  
Katherine E. Axford ◽  
Natalina R. Slaughter
Keyword(s):  
Communication Skills ◽  
Communication Competence ◽  
Learning Gains ◽  
Face To Face ◽  
Helping Skills ◽  
Empathic Communication ◽  
Health Related ◽  
Psychology Courses ◽  
Undergraduate Psychology ◽  
Over Time

Background: Although undergraduate psychology curriculum should cultivate performance-based skills to prepare students for helping professions, little work to date has addressed this standard. Objective: This research replicates the methods used in a previous study by examining pre-post changes in empathic communication skills and perceived communication competence across two applied psychology courses: Basic Helping Skills and Internship. This study extended this work by also exploring learning gains from different formats (i.e., face-to-face vs. online), internship types (mental health-related vs. not mental health-related), and the longevity of learning gains. Method: Psychology students ( N = 171) completed a measure of communication competence and provided written empathic responses on a vignette-based performance measure at the start and end of the semester. Results: Students perceived their communication skills as improving over time; however, only students in the Basic Helping Skills course showed improved empathic communication skills, especially when the instruction was in a face-to-face format. Students with previous skill training maintained their learning gains over time. Conclusion: Student empathic communication improves most with face-to-face instruction in Basic Helping Skills rather than an internship experience. Teaching Implications: For the development of empathic communication skills, prerequisite requirements for Internship and instructive scaffolding for the application of skills may be recommended.

scholarly journals A realist evaluation exploring simulated patient role-play in pharmacist undergraduate communication training

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Aisling Kerr ◽  
Judith Strawbridge ◽  
Caroline Kelleher ◽  
James Barlow ◽  
Clare Sullivan ◽  
...  
Keyword(s):  
Focus Groups ◽  
Communication Skills ◽  
Role Play ◽  
Real Life ◽  
Skills Training ◽  
Realist Evaluation ◽  
Communication Training ◽  
Pharmacy Students ◽  
Simulated Patients ◽  
Rank Test

Abstract Background Effective communication between pharmacists and patients is essential and improves health outcomes. Simulated patients (SPs) are trained to reproduce real-life situations and can help pharmacy students to develop and adapt their communication skills in a safe, learner-centred environment. The aim of this research was to explore how SP and pharmacy student role-play supports communication training. Methods A mixed methods realist evaluation approach was adopted to test an initial theory relating to SP role-play for pharmacy students. The intervention tested involved complex communication cases in a men’s and women’s health module in year three of a new MPharm programme. This SP session was the first such session, of the programme which exclusively focused on complex communication skills for the students. Data collected comprised video-recordings of both training and mock OSCE sessions, and from student focus groups. Communication videos were scored using the Explanation and Planning Scale (EPSCALE) tool. Scores from SP and mock OSCE sessions were compared using the Wilcoxon-signed rank test. Focus groups were conducted with students about their experience of the training and analysed thematically, through a realist lens. Data was analysed for Context-Mechanism-Outcome configurations to produce modified programme theories. Results Forty-six students (n = 46/59, 78 %) consented to their video-recorded interactions to be used. Students identified contextual factors relating to the timing within the course and the setting of the intervention, the debrief and student individual contexts. Mechanisms included authenticity, feedback, reflection, self-awareness and confidence. Negative responses included embarrassment and nervousness. They distinguished outcomes including increased awareness of communication style, more structured communication and increased comfort. However quantitative data showed a decrease (p < 0.001) in communication scores in the mock OSCE compared with scores from training sessions. Modified programme theories relating to SP training for pharmacy students were generated. Conclusions SP role-play is a valuable communication skills training approach. Emphasis should be placed on multiple stakeholder feedback and promotion of reflection. Time limits need to be considered in this context and adjusted to meet student needs, especially for students with lower levels of communication comfort and those communicating in languages different to their first language.

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 (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>

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