scholarly journals Teaching Pediatric Palliative Care Communication Skills to Fourth-Year Medical Students Through Role-Play

MedEdPORTAL ◽  
2020 ◽  
Vol 16 (1) ◽  
pp. 10991
Author(s):  
Brittany Cowfer ◽  
Caitlin McGrath ◽  
Amy Trowbridge
Keyword(s):  
Palliative Care ◽  
Medical Students ◽  
Communication Skills ◽  
Role Play ◽  
Pediatric Palliative Care ◽  
Fourth Year Medical Students

11 Filling the void: preparing future junior doctors for challenging conversations

2018 ◽  
Vol 8 (3) ◽  
pp. 363.3-364
Author(s):  
Hannah Costelloe ◽  
Alice Copley ◽  
Andrew Greenhalgh ◽  
Andrew Foster ◽  
Pratik Solanki
Keyword(s):  
Palliative Care ◽  
Medical Education ◽  
Medical Students ◽  
Small Group ◽  
End Of Life ◽  
Communication Skills ◽  
Skills Training ◽  
Junior Doctors ◽  
List Type ◽  
The Impact

Evidence demonstrates that medical students have limited experience in developing ‘higher-order communication skills’ (Kaufman et al. 2000). Anecdotally many do not feel confident in their ability to conduct difficult conversations often due to a lack of exposure to such scenarios in practice or a pervasive notion that these scenarios are inappropriate for students and beyond the scope of a junior doctor’s role and thus not a focus of curriculums (Noble et al. 2007). There is however a correlation between level of clinical experience and improved confidence for medical students (Morgan and Cleave-Hogg 2002).We surveyed a group of final year medical students to assess their confidence using a 10-point Likert scale in tackling common palliative and end of life care scenarios. Our intervention comprised a study day of 10 practical small-group teaching simulation and OSCE-style stations designed to provide exposure to common experiences in a controlled setting. We reassessed the confidence of students after delivery and objectively explored the impact of the day by asking participants to complete a validated assessment before and after the course. All results showed significant improvement on t-testing: confidence in end of life communication in an OSCE setting improved by 42.2% and assessment marks improved by 24.7% (p=0.039).Palliative care is an area in which students approaching the end of undergraduate training feel underprepared. Our findings demonstrate that small group sessions improve confidence by facilitating communication practice in a controlled environment and providing crucial exposure to common palliative care scenarios they will face as doctors.References. Kaufman D, Laidlaw T, Macleod H. Communication skills in medical school: Exposure confidence and performance. Academic Medicine [online] 2000;75(10):S90–S92. Available at https://journals.lww.com/academicmedicine/Fulltext/2000/10001/Communication_Skills_in_Medical_School__Exposure.29.aspx [Accessed: 30 May 2018]. Morgan P, Cleave-Hogg D. Comparison between medical students’ experience confidence and competence. Medical Education [online] 2002;36(6):534–539. Available at https://doi.org/10.1046/j.1365-2923.2002.01228.x [Accessed: 30 May 2018]. Noble L, Kubacki A, Martin J, Lloyd M. The effect of professional skills training on patient-centredness and confidence in communicating with patients. Medical Education [online] 2007;41(5):432–440. Available at https://doi.org/10.1111/j.1365-2929.2007.02704.x [Accessed: 30 May 2018]

scholarly journals Simulated patient and role play methodologies for communication skills and empathy training of undergraduate medical students

2020 ◽  
Vol 20 (1) ◽  
Author(s):  
Cristina Bagacean ◽  
Ianis Cousin ◽  
Anne-Helene Ubertini ◽  
Mohamed El Yacoubi El Idrissi ◽  
Anne Bordron ◽  
...  
Keyword(s):  
Medical Students ◽  
Communication Skills ◽  
Role Play ◽  
Skills Training ◽  
Verbal Communication ◽  
Simulated Patient ◽  
Background Information ◽  
Undergraduate Medical Students ◽  
Verbal Behaviour ◽  
Verbal Messages

Abstract Background Verbal and non-verbal communication, as well as empathy are central to patient-doctor interactions and have been associated with patients’ satisfaction. Non-verbal communication tends to override verbal messages. The aim of this study was to analyze how medical students use verbal and non-verbal communication using two different educational approaches, student role play (SRP) and actor simulated patient (ASP), and whether the non-verbal behaviour is different in the two different poses. Methods Three raters evaluated 20 students playing the doctor role, 10 in the SRP group and 10 in the ASP group. The videos were analyzed with the Calgary-Cambridge Referenced Observation Guide (CCG) and, for a more accurate evaluation of non-verbal communication, we also evaluated signs of nervousness, and posture. Empathy was rated with the CARE questionnaire. Independent Mann Whitney U tests and Qhi square tests were performed for statistical analysis. Results From the 6 main tasks of the CCG score, we obtained higher scores in the ASP group for the task ‘Gathering information’ (p = 0.0008). Concerning the 17 descriptors of the CCG, the ASP group obtained significantly better scores for ‘Exploration of the patients’ problems to discover the biomedical perspective’ (p = 0.007), ‘Exploration of the patients’ problems to discover background information and context’ (p = 0.0004) and for ‘Closing the session – Forward planning’ (p = 0.02). With respect to non-verbal behaviour items, nervousness was significantly higher in the ASP group compared to the SRP group (p < 0.0001). Concerning empathy, no differences were found between the SRP and ASP groups. Conclusions Medical students displayed differentiated verbal and non-verbal communication behaviour during the two communication skills training methodologies. These results show that both methodologies have certain advantages and that more explicit non-verbal communication training might be necessary in order to raise students’ awareness for this type of communication and increase doctor-patient interaction effectiveness.

scholarly journals Thai Medical Students’ Self Assessment of Palliative Care Competencies

2012 ◽  
Vol 6 ◽  
pp. PCRT.S9383 ◽  
Author(s):  
Sukanya Srisawat ◽  
Temsak Phungrassami
Keyword(s):  
Palliative Care ◽  
Medical Students ◽  
Communication Skills ◽  
Learning Experience ◽  
Learning Experiences ◽  
Holistic Care ◽  
Ethical Aspects ◽  
Self Assessment ◽  
Prince Of Songkla University ◽  
The Common

Objective To evaluate the final-year medical students’ perception of their competencies related to palliative care. Materials and Methods Two consecutive anonymous surveys at 6 and 12 months among 6th-year medical students at the Faculty of Medicine, Prince of Songkla University. Results One hundred and ten (66%) and 103 (62%) students completed the questionnaires at 6 and 12 months, respectively. With the criteria that at least 80% of them should be confident to manage the cases independently or under supervision, they perceived themselves to be good at holistic care and communication skills, but lacking in common symptoms management and ethical aspects. The common promoting factors and barriers for their learning experiences were reported. Conclusion This study identified many aspects necessary to improve the students’ learning experience in our compulsory longitudinal integrated palliative care curriculum.

Pediatric Palliative Care Education for Medical Students: Development and evaluation of A Pilot Program

2012 ◽  
Vol 28 (4) ◽  
pp. 252-258 ◽  
Author(s):  
Aleksandra Korzeniewska-Eksterowicz ◽  
Bogna Kȩdzierska ◽  
MƗSgorzata Cynker-McCarthy ◽  
Łukasz Przysło ◽  
MƗSgorzata Stolarska ◽  
...  
Keyword(s):  
Palliative Care ◽  
Medical Students ◽  
Pediatric Palliative Care ◽  
Pilot Program ◽  
Care Education ◽  
Palliative Care Education

A Multicenter Qualitative Analysis of Medical Student Narratives After a Palliative Care Elective

2020 ◽  
pp. 104990912097156
Author(s):  
Alana Sagin ◽  
Matthew S. Ellman ◽  
Ruhi R. Shariff ◽  
Christopher A. Jones ◽  
Kate Tindall ◽  
...  
Keyword(s):  
Palliative Care ◽  
Medical Student ◽  
Medical Students ◽  
The United States ◽  
Lessons Learned ◽  
Clinical Experiences ◽  
Medical Centers ◽  
Academic Medical ◽  
Patient’S Experience ◽  
Fourth Year Medical Students

Background: The medical student experience of a clinical elective in palliative care (PC) remains understudied. Reflective narrative interventions can help students hone narrative competency skills, make sense of their clinical experiences and shed light on their perception of the rotation. Objectives: To evaluate medical student written reflections after a PC clinical elective. Design: Students were asked to write a short reflective essay after PC clinical electives using open-ended writing prompts. Setting: Essays were collected from third and fourth-year medical students after completion of a PC elective at three geographically diverse academic medical centers in the United States. Measurements: Essays were coded for themes using a conventional content qualitative method of analysis. Results: Thirty-four essays were analyzed and four major themes emerged: reflection on the mission of medicine or motivation for being in medicine, reflection on professional skills or lessons learned, reflection on patient’s experience and personal responses to PC rotation. Sub-themes were also identified. Conclusions: Themes underscore the utility of the PC clinical elective as a meaningful experience that imparts useful skills, builds empathy, reminds students of their own motivations for being in medicine and serves as a catalyst for reflection on their own lives and relationships with their patients. Awareness of medical students’ personal and emotional responses to a PC elective can help inform educators as they support their students and provide opportunities for reflection and education.

Using a Pilot Curriculum in Geriatric Palliative Care to Improve Communication Skills Among Medical Students

2007 ◽  
Vol 24 (2) ◽  
pp. 131-136 ◽  
Author(s):  
Sandra E. Sanchez-Reilly ◽  
Elaine M. Wittenberg-Lyles ◽  
Melinda M. Villagran
Keyword(s):  
Palliative Care ◽  
Medical Students ◽  
Communication Skills

Lessons From the Development and Implementation of a Palliative Care Elective for Fourth-Year Medical Students: A Pilot Study

2019 ◽  
Vol 37 (3) ◽  
pp. 191-195 ◽  
Author(s):  
Katelyn D. Stepanyan ◽  
Timothy E. Weiss ◽  
Antonio M. Pessegueiro ◽  
Christopher J. Pietras
Keyword(s):  
Palliative Care ◽  
Medical Students ◽  
Direct Observation ◽  
Learning Experience ◽  
Dying Patients ◽  
Powerful Learning ◽  
Before And After ◽  
Fourth Year Medical Students ◽  
Advance Care ◽  
Future Work

Background: Although palliative care is recognized as an important component of medical school curricula, the content and structure of education in the field is variable and often lacks outpatient exposure. We aimed to develop and implement a palliative care clinical elective for fourth-year medical students incorporating both inpatient and outpatient learning. Methods: Fourteen medical students participated in a palliative care elective which included 2 weeks on an inpatient consult service and 1 week of outpatient clinic and home hospice visits. The elective was evaluated using a focus group and previously validated surveys assessing self-rated competency and attitudes toward caring for palliative care patients. Data were analyzed using paired t tests to compare survey response means before and after the elective. Results: Of the 14 participating students, 7 completed both the pre- and postelective surveys. Significant improvements in self-rated competency were seen in pain and symptom management ( P < .001), communication ( P < .001), and advance care planning ( P < .01). Survey results also showed improvement in attitudes toward caring for dying patients ( P < .001), with lower scores at the end of the elective suggesting reduced emotional distress. Although the outpatient component was hypothesized to be a major benefit of the curriculum, qualitative data revealed the most highly valued component to be direct observation and feedback during inpatient time. Conclusion: Given the highlighted importance of direct observation and feedback as a unique and powerful learning experience, future work should be targeted toward enhancing the quality and timeliness of feedback delivered by the palliative care interdisciplinary team.

scholarly journals The Impact of Pediatric Palliative Care Education on Medical Students’ Knowledge and Attitudes

2013 ◽  
Vol 2013 ◽  
pp. 1-9 ◽  
Author(s):  
Aleksandra Korzeniewska-Eksterowicz ◽  
Łukasz Przysło ◽  
Bogna Kędzierska ◽  
Małgorzata Stolarska ◽  
Wojciech Młynarski
Keyword(s):  
Palliative Care ◽  
Medical Students ◽  
Final Analysis ◽  
Education Programme ◽  
Pediatric Palliative Care ◽  
Life Issues ◽  
Students Attitudes ◽  
End Of Life Issues ◽  
Knowledge And Attitude ◽  
The Impact

Purpose. Most undergraduate palliative care curricula omit pediatric palliative care (PPC) issues. Aim of the study was to evaluate the pilot education programme.Methods. All 391 students of Faculty of Medicine (FM) and 59 students of Division of Nursing (DN) were included in anonymous questionnaire study. Respondents were tested on their knowledge and attitude towards PPC issues before and at the end of the programme and were expected to evaluate the programme at the end.Results. For final analysis, authors qualified 375 double forms filled in correctly (320 FM and 55 DN). Before the programme, students’ knowledge assessed on 0–100-point scale was low (FM: median: 43.35 points; 25%–75%: (40p–53.3p); DN: 26.7p; 13.3p–46.7p), and, in addition, there were differences (P<0.001) between both faculties. Upon completion of the programme, significant increase of the level of knowledge in both faculties was noted (FM: 80p; 73.3–100; DN: 80p; 66.7p–80p). Participation in the programme changed declared attitudes towards some aspects of withholding of special procedures, euthanasia, and abortion. Both groups of students positively evaluated the programme.Conclusions. This study identifies medical students' limited knowledge of PPC. Educational intervention changes students' attitudes to the specific end-of-life issues. There is a need for palliative care curricula evaluation.

Sign in / Sign up

Export Citation Format

Share Document