Critical conversations in gynecologic oncology: Pilot study of communication skills training for fellows and advanced practice providers.

2016 ◽  
Vol 34 (26_suppl) ◽  
pp. 29-29
Author(s):  
Carolyn Lefkowits ◽  
Kerri S. Bevis ◽  
Elise Carey ◽  
Robert Arnold ◽  
Lisa Podgurski
Keyword(s):  
Communication Skills ◽  
Skill Acquisition ◽  
Gynecologic Oncology ◽  
Skills Training ◽  
Surgical Oncology ◽  
Simulated Patients ◽  
Communication Skills Training ◽  
Advanced Practice ◽  
Goals Of Care ◽  
Good Communication

29 Background: Good communication is crucial to good patient care. Gynecologic oncology providers often face challenging communication scenarios, including giving serious news and discussing goals of care. Communication skills training (CST) has been shown to improve skill acquisition among providers of multiple specialties, but it has not been described in providers from gynecologic oncology or any surgical oncology specialty. Methods: We conducted a two-day CST workshop, based on the VitalTalk© model, with four faculty members (2 gynecologic oncologists and 2 palliative care physicians) and 10 gynecologic oncology provider participants (5 fellows and 5 advanced practice providers). Using didactics, demonstrations and practice sessions with simulated patients we focused on giving serious news and discussing goals of care. Pre and immediate post-workshop surveys evaluated acceptability of the workshop, perceived impact of preparedness to address challenging communication scenarios and anticipated impact on clinical practice. We compared pre and post-workshop prevalence of score of 4 or 5 out of 5 on a Likert scale for preparedness to handle 14 challenging communication scenarios. Results: Participants reported statistically significant increase in preparedness to handle 13 out of 14 challenging communication scenarios. Among those 13 topics, magnitude of improvement in proportion of participants rating preparedness 4 or 5 out of 5 ranged from 40-100% (all p < 0.05). All participants would recommend the course to others and all strongly agreed that this training should be required of all gynecologic oncology clinicians. Conclusions: Participants felt strongly that the workshop provided high quality education relevant to their practice. As a result of the workshop, participants reported statistically significantly increased preparedness to handle challenging communication scenarios. CST is feasible and has high perceived effectiveness for clinicians in the primarily surgical oncologic specialty of gynecologic oncology.

scholarly journals Enduring Barriers to Goals-of-Care Discussions Following Oncologist Communication Skills Training (SCI934)

2021 ◽  
Vol 61 (3) ◽  
pp. 687-688
Author(s):  
Erin Silva ◽  
Jane Coffee ◽  
Nina Bickell ◽  
Kerin Adelson ◽  
Dena Schulman-Green
Keyword(s):  
Communication Skills ◽  
Skills Training ◽  
Communication Skills Training ◽  
Goals Of Care

scholarly journals Communication Skills Training for Surgical Inpatient Advanced Practice Providers in an Academic Health-Care System

2018 ◽  
Vol 7 (1) ◽  
pp. 42-48
Author(s):  
Johncy Joseph ◽  
Corinna Sicoutris ◽  
Steven E Raper
Keyword(s):  
Patient Satisfaction ◽  
Clinical Outcomes ◽  
Communication Skills ◽  
Skills Training ◽  
Patient Communication ◽  
Fiscal Year ◽  
Inpatient Setting ◽  
Advanced Practice ◽  
Good Communication ◽  
Course Content

Background: Good communication skills enhance the patient experience, clinical outcomes, and patient satisfaction. Objective: A course was developed by an interdisciplinary team (surgeon, nurse practitioner, and nurse MBA) for advanced practice providers (APPs) working for the department of surgery—a mix of practice and hospital-employed professionals—to enhance communications skills in an inpatient setting. Methods: Current concepts on provider–patient communication were discussed. Participants also asked to view and critique a video “provider–patient communication gone wrong” scenario. Lastly, participants were provided with techniques for improving provider–patient communication. The participants assessed the course. Provider communication scores were tracked from quarter 1, Fiscal Year 2014 to quarter 4 Fiscal Year 2017. Results: Of 110 eligible APPs, 95 (86%) attended the course. The anonymous survey response rate was 90% (86/95). Participants expressed satisfaction with the course content confirmed by Likert score weighted averages of >4.6/5 in all 8 domains. Communication scores increased with time. Conclusion: An interdisciplinary course aimed at enhancing provider–patient communication skills was well-received by the APP participants. The course was part of ongoing system-wide efforts to improve patient experiences, satisfaction, and outcomes. Continuing education in communication continues to play a key role in improving clinical outcomes and patient satisfaction.

scholarly journals A Qualitative Study on Danish Student Pharmacists’ Attitudes Towards and Experience of Communication Skills Training

Pharmacy ◽  
2019 ◽  
Vol 7 (2) ◽  
pp. 48
Author(s):  
Neeltje P. Duijm ◽  
Karin Svensberg ◽  
Casper Larsen ◽  
Sofia Kälvemark Sporrong
Keyword(s):  
Qualitative Study ◽  
Communication Skills ◽  
Skills Training ◽  
Professional Communication ◽  
Communication Skills Training ◽  
Good Communication ◽  
European Student ◽  
Students Attitudes ◽  
Group Interviews ◽  
Key Aspects

As the pharmacy profession evolves, good communication skills are vital for securing the safer and more rational use of medicines. Currently there is a lack of qualitative studies researching European student pharmacists’ and their experience with communication skills training (CST). This qualitative study aimed to fill this gap by exploring Danish student pharmacists’ attitudes towards, and experiences of, CST. Focus group interviews were conducted with a heterogeneous sample of Danish student pharmacists in 2016. Interviews were audio recorded, transcribed verbatim and analyzed inductively. Fifteen students participated in three focus groups. Five categories identified as key aspects were: professional communication vs. normal conversation, motivation to engage in training, how to learn communication skills, experience with CST and universities’ role in teaching communication skills. In conclusion, there were both positive and negative attitudes towards CST among the participants. However, they had little experience with CST. Bloom’s taxonomy of the affective domain and Kolb’s experiential learning model appear to be useful in understanding students’ attitudes towards CST. Pharmacy educators can use this study to structure and improve their CST curricula by knowing what influences students’ attitudes towards CST.

Discussing the transition to palliative care: Evaluation of a brief communication skills training program for oncology clinicians

2010 ◽  
Vol 8 (4) ◽  
pp. 441-447 ◽  
Author(s):  
Michelle N. Grainger ◽  
Sue Hegarty ◽  
Penelope Schofield ◽  
Vicki White ◽  
Michael Jefford
Keyword(s):  
Palliative Care ◽  
Cancer Patients ◽  
Communication Skills ◽  
Health Professionals ◽  
Skills Training ◽  
Simulated Patients ◽  
Communication Skills Training ◽  
Anti Cancer ◽  
Practical Information ◽  
Care Evaluation

AbstractObjective:Discussing the transition from active anti-cancer treatment to palliative care can be difficult for cancer patients and oncology health professionals (OHP). We developed a brief communication skills workshop to assist OHP with these conversations, and examined satisfaction with the workshop and perceived confidence regarding these discussions.Method:Interactive workshops were conducted by trained facilitators and included cognitive, behavioral, and experiential components. The major component of the workshop involved role-plays with trained actors (simulated patients). Participants completed an evaluation questionnaire.Results:Sixty-two OHP participated in workshops. Overall, participants were highly satisfied with the workshop content and format. All participants felt the workshop provided relevant practical information, and >80% thought that participation benefited their work. Over 98% said that the workshop had increased confidence in their communication skills.Significance of results:Participants were very satisfied with the workshop, and thought that participation increased confidence in communicating about the transition to palliative care. Dissemination of this model of communication skills training seems warranted.

Gynecologic oncology providers endorse practice-changing impact of communication skills training

2019 ◽  
Vol 153 (3) ◽  
pp. 633-638 ◽  
Author(s):  
Carolyn Lefkowits ◽  
Kerri Bevis ◽  
Elise C. Carey ◽  
Jeanelle Sheeder ◽  
Robert M. Arnold ◽  
...  
Keyword(s):  
Communication Skills ◽  
Gynecologic Oncology ◽  
Skills Training ◽  
Communication Skills Training ◽  
Oncology Providers

scholarly journals Discussing Death, Dying, and End-of-Life Goals of Care: A Communication Skills Training Module for Oncology Nurses

2015 ◽  
Vol 19 (6) ◽  
pp. 697-702 ◽  
Author(s):  
Nessa Coyle ◽  
Ruth Manna ◽  
Megan Shen ◽  
Smita Banerjee ◽  
Stacey Penn ◽  
...  
Keyword(s):  
End Of Life ◽  
Communication Skills ◽  
Skills Training ◽  
Oncology Nurses ◽  
Life Goals ◽  
Communication Skills Training ◽  
Training Module ◽  
Goals Of Care

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.

Motivation to engage in communication skills training by oncology specialty.

2019 ◽  
Vol 37 (31_suppl) ◽  
pp. 29-29
Author(s):  
Diane Portman ◽  
Amy Otto ◽  
Sarah Thirlwell ◽  
Barbara Lubrano di Ciccone ◽  
Maija Reblin
Keyword(s):  
Communication Skills ◽  
Palliative Medicine ◽  
Evaluation Research ◽  
Skills Training ◽  
Surgical Oncology ◽  
Communication Skills Training ◽  
Targeted Interventions ◽  
External Regulation ◽  
Motivation To Participate ◽  
Identified Regulation

29 Background: The present study aimed to assess oncology fellows’ motivation to participate in communication skills training by specialty. Methods: Oncology fellows attending communication skills training were invited to participate in program-evaluation research. Before each workshop, participants provided demographic information and completed subjective communications skills and motivation questionnaires. Following the workshop, the subjective communication skills survey was repeated. Results: Fifty physician trainees participated. Half were female. Most were first-year fellows (81%), White/Caucasian (56%), non-Hispanic (92%). Mean age was 32 years ( SD= 3.63). Motivation for attending the workshop was most commonly external regulation (e.g., required participation; M= 5.66, SD= 1.38), followed by identified regulation (e.g., belief the workshop will be helpful; M= 4.30, SD= 1.26) and intrinsic motivation (e.g., interest in topic; M= 3.76, SD= 1.15). Amotivation was less common ( M= 2.47, SD= 1.35). All scales rated 1-7. A one-way ANOVA revealed significant differences in levels of identified regulation ( F(4,44) = 3.26, p= .020) and external regulation ( F(4,45) = 3.47, p= .015) between fellows of different specialties. Post-hoc comparisons revealed that Hematology Oncology fellows reported significantly lower levels of identified regulation than Hospice & Palliative Medicine fellows ( M difference = -1.35, p= .024). Hematology Oncology ( M difference = 1.60, p= .012) and Surgical Oncology fellows ( M difference = 1.67, p= .043) both reported significantly higher levels of external regulation than Hospice & Palliative Medicine fellows. However, there were no significant differences between specialties with regard to post-workshop preparedness or pre-post change in preparedness ( ps > .05). Conclusions: There is opportunity to create targeted interventions to improve physician motivation to participate in communication skills education by matching messaging to each specialty’s motivation type.

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