Journal article
Teaching Patient-Related Communication to Surgical Residents in Brief Training Sessions
Journal of surgical education, Vol.77(6), pp.1496-1502
11/01/2020
DOI: 10.1016/j.jsurg.2020.05.006
PMID: 32534941
Abstract
OBJECTIVE: Effective provider-patient communication has several benefits; however, few surgical residency programs have communication training and surgical residents have limited time for education. We developed a communication curriculum with limited didactics and emphasis on practice. Our objective was to evaluate whether this time-limited intervention led to changes in surgical resident communication skills.
DESIGN: A 4-module curriculum was implemented for surgical residents (PGY2-4). Each 30-minute module focused on specific communication micro-skills: empathy, concerns and expectations, chunking information and avoiding jargon, and teach-back. Modules included brief didactics, simulated patient interactions, feedback, and debriefing. Precurriculum, residents completed a 2-station objective structured clinical examination (OSCE) and a survey on communication confidence. Residents evaluated each module and postcurriculum, completed another 2-station OSCE, confidence survey, and overall curriculum evaluation. Using validated rating scales, OSCEs were scored by 2 independent raters.
SETTING: Tertiary care, academic center with a 5-year surgical residency program.
PARTICIPANTS: All 17 eligible residents completed both OSCEs and surveys, and 14 attended >= 3 modules.
RESULTS: Following the curriculum, residents reported increased use of the targeted skills and increased confidence in responding to emotions, information sharing, and bad news telling (p < 0.004). There was no change in history taking. Residents rated the usefulness of each module modestly (2.5-3.1, scale 0-4), however, the likelihood of skill implementation was higher (3.2-3.6). The overall postcurriculum OSCE scores increased (versus precurriculum scores, p < 0.001). Postcurriculum scores increased for empathy, concerns and expectations, and teach-back. Chunking information and avoiding jargon was unchanged. Fifteen residents reported module length as appropriate, and 2 thought they were too short.
CONCLUSIONS: The brief modules led to increased self-reported use of communication skills and were effective in improving resident communication in OSCEs. This may be a useful curricular model for both surgical and nonsurgical residency programs with limited availability for curricular time. (C) 2020 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.
Details
- Title: Subtitle
- Teaching Patient-Related Communication to Surgical Residents in Brief Training Sessions
- Creators
- Muneera R. Kapadia - University of North Carolina at Chapel HillAnna White - Roy J. and Lucille A. Carver College of MedicineLauren Peters - University of IowaClarence Kreiter - University of IowaKelsey E. Koch - University of IowaMarcy E. Rosenbaum - University of Iowa
- Resource Type
- Journal article
- Publication Details
- Journal of surgical education, Vol.77(6), pp.1496-1502
- Publisher
- Elsevier
- DOI
- 10.1016/j.jsurg.2020.05.006
- PMID
- 32534941
- ISSN
- 1931-7204
- eISSN
- 1878-7452
- Number of pages
- 7
- Grant note
- University of Iowa Graduate Medical Education Innovation Grant
- Language
- English
- Date published
- 11/01/2020
- Academic Unit
- Surgery; Family and Community Medicine; Office of Consultation and Research in Medical Education
- Record Identifier
- 9984297449702771
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