scholarly journals Teaching and assessing communication skills in the postgraduate medical setting: a systematic scoping review

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Xiu Hui Tan ◽  
Malia Alexandra Foo ◽  
Shaun Li He Lim ◽  
Marie Bernadette Xin Yi Lim ◽  
Annelissa Mien Chew Chin ◽  
...  
Keyword(s):  
Communication Skills ◽  
Scoping Review ◽  
Curriculum Design ◽  
Skills Training ◽  
Assessment Methods ◽  
Interactive Methods ◽  
Bibliographic Databases ◽  
Medical Setting ◽  
Curriculum Content ◽  
Curriculum Structure

Abstract Background Poor communication skills can potentially compromise patient care. However, as communication skills training (CST) programs are not seen as a priority to many clinical departments, there is a discernible absence of a standardised, recommended framework for these programs to be built upon. This systematic scoping review (SSR) aims to gather prevailing data on existing CSTs to identify key factors in teaching and assessing communication skills in the postgraduate medical setting. Methods Independent searches across seven bibliographic databases (PubMed, PsycINFO, EMBASE, ERIC, CINAHL, Scopus and Google Scholar) were carried out. Krishna’s Systematic Evidence-Based Approach (SEBA) was used to guide concurrent thematic and content analysis of the data. The themes and categories identified were compared and combined where possible in keeping with this approach and then compared with the tabulated summaries of the included articles. Results Twenty-five thousand eight hundred ninety-four abstracts were identified, and 151 articles were included and analysed. The Split Approach revealed similar categories and themes: curriculum design, teaching methods, curriculum content, assessment methods, integration into curriculum, and facilitators and barriers to CST. Amidst a wide variety of curricula designs, efforts to develop the requisite knowledge, skills and attitudes set out by the ACGME current teaching and assessment methods in CST maybe categorised into didactic and interactive methods and assessed along Kirkpatrick’s Four Levels of Learning Evaluation. Conclusions A major flaw in existing CSTs is a lack of curriculum structure, focus and standardisation. Based upon the findings and current design principles identified in this SSR in SEBA, we forward a stepwise approach to designing CST programs. These involve 1) defining goals and learning objectives, 2) identifying target population and ideal characteristics, 3) determining curriculum structure, 4) ensuring adequate resources and mitigating barriers, 5) determining curriculum content, and 6) assessing learners and adopting quality improvement processes.

scholarly journals Research on Simulation in Radiography Education: A Scoping Review Protocol

2020 ◽  
Author(s):  
Mona Vestbøstad ◽  
Klas Karlgren ◽  
Nina Rydland Olsen
Keyword(s):  
Scoping Review ◽  
Curriculum Design ◽  
Search Strategy ◽  
Skills Training ◽  
World Health ◽  
Cochrane Library ◽  
Future Research ◽  
Design Elements ◽  
Ovid Medline ◽  
Radiography Education

Abstract Background: Today there are fewer opportunities for health care students and staff for skills training through direct patient contact. The World Health Organization therefore recommends learning about patient safety through hands-on experience and simulation. Simulation has the potential to improve skills through training in a controlled environment, and simulation has positive effect on knowledge and skills, and even patient related outcomes. Reviews addressing the use of simulation across the different radiography specialties are lacking. Further knowledge on simulation in radiography education is needed to inform curriculum design and future research. The purpose of this scoping review is to explore, map and summarize the extent, range and nature of published research on simulation in radiography education.Methods: We will follow the methodological framework for scoping reviewsoriginally described by Arksey and O’Malley.We will search MEDLINE, Embase, Epistemonikos, The Cochrane Library, ERIC, Scopus, and sources of grey literature.A comprehensive search strategy for Ovid MEDLINE was developed in collaboration with a research librarian. An example of a full electronic search from the Ovid MEDLINE(1641 articles records, 09.01.2020) is provided and will be used to adapt the search strategy to each database.Two independent review authors will screen all abstracts and titles, and full-text publications during a second stage. Next, they will extract data from each included study using a data extraction form informed by the aim of the study. Anarrative account of all studies included will be presented. We will present a simple numerical analysis related to the extent, nature and distribution of studies, and we will use content analysis to map the different simulation interventions and learning design elements reported. Any type of simulation intervention within all types of radiography specializations will be included. Our search strategy is not limited by language or date of publication.Discussion: An overview of publications on simulation in radiography educationacross all radiography specialties will help to inform future research and will be useful for stakeholders within radiography education using simulation, both in the academic and clinical setting.

scholarly journals Added value of assessing medical students’ reflective writings in communication skills training: a longitudinal study in four academic centres

BMJ Open ◽  
2020 ◽  
Vol 10 (11) ◽  
pp. e038898
Author(s):  
Camila Ament Giuliani Franco ◽  
Renato Soleiman Franco ◽  
Dario Cecilio-Fernandes ◽  
Milton Severo ◽  
Maria Amélia Ferreira ◽  
...  
Keyword(s):  
Medical Students ◽  
Communication Skills ◽  
Skills Training ◽  
Reflective Writing ◽  
Assessment Methods ◽  
Added Value ◽  
Clinical Communication ◽  
Elective Course ◽  
Fourth Year Medical Students ◽  
Multiple Choice Questionnaire

ObjectivesThis study describes the development and implementation of a model to assess students’ communication skills highlighting the use of reflective writing. We aimed to evaluate the usefulness of the students’ reflections in the assessment of communication skills.DesignThird-year and fourth-year medical students enrolled in an elective course on clinical communication skills development were assessed using different assessment methods.Setting and participantsThe communication skills course was offered at four universities (three in Brazil and one in Portugal) and included 69 students.Outcome measuresThe students were assessed by a Multiple-Choice Questionnaire (MCQ), an objective structured clinical examination (OSCE) and reflective writing narratives. The Cronbach’s alpha, dimensionality and the person’s correlation were applied to evaluate the reliability of the assessment methods and their correlations. Reflective witting was assessed by applying the Reflection Evaluation for Enhanced Competencies Tool Rubric (Reflect Score (RS)) to measure reflections’ depth, and the Thematic Score (TS) to map and grade reflections’ themes.ResultsThe Cronbach alpha for the MCQ, OSCE global score, TS and RS were, respectively, 0.697, 0.633, 0.784 and 0.850. The interobserver correlation for the TS and RS were, respectively, 0.907 and 0.816. The assessment of reflection using the TS was significantly correlated with the MCQ (r=0.412; p=0.019), OSCE (0.439; p=0.012) and RS (0.410; p=0.020). The RS did not correlate with the MCQ and OSCE.ConclusionsAssessing reflection through mapping the themes and analysing the depth of reflective writing expands the assessment of communication skills. While the assessment of reflective themes is related to the cognitive and behavioural domains of learning, the reflective depth seems to be a specific competence, not correlated with other assessment methods—possibly a metacognitive domain.

Improving Communication Skills in Health Care

2013 ◽  
Vol 20 (3) ◽  
pp. 109-117
Author(s):  
Lynda Katz Wilner ◽  
Marjorie Feinstein-Whittaker
Keyword(s):  
Health Care ◽  
Patient Satisfaction ◽  
Communication Skills ◽  
Health Care Professionals ◽  
Skills Training ◽  
International Medical Graduate ◽  
Medical Graduate ◽  
Health Care Environment ◽  
Medical Interpreters ◽  
Accent Modification

Hospital reimbursements are linked to patient satisfaction surveys, which are directly related to interpersonal communication between provider and patient. In today’s health care environment, interactions are challenged by diversity — Limited English proficient (LEP) patients, medical interpreters, International Medical Graduate (IMG) physicians, nurses, and support staff. Accent modification training for health care professionals can improve patient satisfaction and reduce adverse events. Surveys were conducted with medical interpreters and trainers of medical interpreting programs to determine the existence and support for communication skills training, particularly accent modification, for interpreters and non-native English speaking medical professionals. Results of preliminary surveys suggest the need for these comprehensive services. 60.8% believed a heavy accent, poor diction, or a different dialect contributed to medical errors or miscommunication by a moderate to significant degree. Communication programs should also include cultural competency training to optimize patient care outcomes. Examples of strategies for training are included.

Critical Care Communication Skills Training for Internal Medicine Residents

MedEdPORTAL ◽  
2015 ◽  
Vol 11 (1) ◽  
Author(s):  
Laura Rock ◽  
Nina Gadmer ◽  
Robert Arnold ◽  
David Roberts ◽  
Asha Anandaiah ◽  
...  
Keyword(s):  
Internal Medicine ◽  
Critical Care ◽  
Communication Skills ◽  
Skills Training ◽  
Communication Skills Training ◽  
Internal Medicine Residents

scholarly journals Preparing Austere Maritime Surgical Teams for Deployment During the COVID-19 Global Pandemic: Is It Time to Change the Training Pipeline?

2021 ◽  
Author(s):  
Diego A Vicente ◽  
Obinna Ugochukwu ◽  
Michael G Johnston ◽  
Chad Craft ◽  
Virginia Damin ◽  
...  
Keyword(s):  
Communication Skills ◽  
Damage Control ◽  
Skills Training ◽  
Subject Matter Experts ◽  
Damage Control Resuscitation ◽  
Medical Department ◽  
Global Pandemic ◽  
Life Saving ◽  
Surgical Teams ◽  
Compare And Contrast

ABSTRACT Introduction Navy Medicine's Role 2 Light Maneuver (R2LM) Emergency Resuscitative Surgical Systems (ERSS) are austere surgical teams manned, trained, and equipped to provide life-saving damage control resuscitation and surgery in any environment on land or sea. Given the restrictions related to the COVID-19 pandemic, the previously established pre-deployment training pipeline for was modified to prepare a new R2LM team augmenting a Role 1 shipboard medical department. Methods The modified curriculum created in response to COVID-19 related restriction is compared and contrasted to the established pre-deployment R2LM ERSS curriculum. Subject Matter Experts and currently deployed R2LM members critically evaluate the two curricula. Results Both curricula included the team R2LM platform training and exposure to cadaver based team trauma skills training. The modified curriculum included didactics on shipboard resuscitation, anesthesia and surgery, shipboard COVID-19 management, and prolonged field care in austere maritime environments. Conclusions We describe Navy Medicines R2LM ERSS capability and compare and contrast the standard R2LM pre-COVID-19 curriculum to the modified curriculum. Central to both curricula, the standard R2LM platform training is important for developing and honing team dynamics, communication skills and fluid leadership; important for the successful function austere surgical teams. Several opportunities for improvement in the pre-deployment training were identified for R2LM teams augmenting shipboard Role 1 medical departments.

Education and skills training for care partners of hospitalised older adults: A scoping review

2021 ◽  
pp. 001789692110341
Author(s):  
Madeline Carbery ◽  
Samantha Schwartz ◽  
Nicole Werner ◽  
Beth Fields
Keyword(s):  
Older Adults ◽  
Hospital Admission ◽  
Health Outcomes ◽  
Older Adult ◽  
Scoping Review ◽  
Hospital Care ◽  
Skills Training ◽  
Individual Care ◽  
Care Partners ◽  
The Usa

Background: The care partners of hospitalised older adults often feel dissatisfied with the education and skills training provided to them, resulting in unpreparedness and poor health outcomes. Objective: This review aimed to characterise and identify gaps in the education and skills training used with the care partners of older adults in the hospital. Methods: We conducted a scoping review on the education and skills training practices used with the care partners of hospitalised older adults in the USA via sources identified in the PubMed, PsychINFO and CINAHL databases. Results: Twelve studies were included in this review. Results illustrate that nurses utilise multiple modes of delivery and frequently provide education and skills training tailored to the needs of care partners at the latter end of hospital care. The provision of education and skills training varies greatly, however, including who provides education, in what way information is conveyed, and how care partner outcomes are measured. Conclusion: This is the first scoping review to describe and synthesise the education and skills training practices used with care partners of hospitalised older adults. Findings highlight the need for education and skills training to be interprofessional, tailored to individual care partners’ needs and begin at, or even before, the hospital admission of older adult patients.

scholarly journals Start the Way You Want to Finish: An Intensive Diversity, Equity, Inclusion Orientation Curriculum in Undergraduate Medical Education

2021 ◽  
Vol 8 ◽  
pp. 238212052110003
Author(s):  
Denise L. F. Davis ◽  
DoQuyen Tran-Taylor ◽  
Elizabeth Imbert ◽  
Jeffrey O. Wong ◽  
Calvin L. Chou
Keyword(s):  
Medical Students ◽  
Communication Skills ◽  
Personal Narratives ◽  
Skills Training ◽  
Lessons Learned ◽  
Relationship Building ◽  
Cultural Humility ◽  
Mindfulness Skills ◽  
Orientation Week ◽  
Equity And Inclusion

Problem: Medical students often feel unprepared to care for patients whose cultural backgrounds differ from their own. Programs in medical schools have begun to address health: inequities; however, interventions vary in intensity, effectiveness, and student experience. Intervention: The authors describe an intensive 2-day diversity, equity, and inclusion curriculum for medical students in their orientation week prior to starting formal classes. Rather than using solely a knowledge-based “cultural competence” or a reflective “cultural humility” approach, an experiential curriculum was employed that links directly to fundamental communication skills vital to interactions with patients and teams, and critically important to addressing interpersonal disparities. Specifically, personal narratives were incorporated to promote individuation and decrease implicit bias, relationship-centered skills practice to improve communication across differences, and mindfulness skills to help respond to bias when it occurs. Brief didactics highlighting student and faculty narratives of difference were followed by small group sessions run by faculty trained to facilitate sessions on equity and inclusion. Context: Orientation week for matriculating first-year students at a US medical school. Impact: Matriculating students highly regarded an innovative 2-day diversity, equity, and inclusion orientation curriculum that emphasized significant relationship-building with peers, in addition to core concepts and skills in diversity, equity, and inclusion. Lessons learned: This orientation represented an important primer to concepts, skills, and literature that reinforce the necessity of training in diversity, equity, and inclusion. The design team found that intensive faculty development and incorporating diversity concepts into fundamental communication skills training were necessary to perpetuate this learning. Two areas of further work emerged: (1) the emphasis on addressing racism and racial equity as paradigmatic belies further essential understanding of intersectionality, and (2) uncomfortable conversations about privilege and marginalization arose, requiring expert facilitation.

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