A Simplified Observation Tool for Residents in the Outpatient Clinic

Gigante, Joseph; Swan, Rebecca

doi:10.4300/jgme-d-09-00090.1

Cited by 8 publications

(8 citation statements)

References 14 publications

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“…As cited frequently in the literature, the primary barrier for PCOF implementation was time. 2,3,5,7,12,15 The literature supports our findings of learner anxiety and grade focus over skill focus, 3,9,16,17 along with the need for consistent faculty training 2,8,9,16 as ongoing barriers.…”

Section: Family Medicine Brief Reportssupporting

confidence: 79%

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Seven Years of Teaching Communication With the Patient-Centered Observation Form

Adam

Murphy

Dierich

et al. 2018

Fam Med

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Background and Objectives: For years, family medicine has taught patient-centered communication through observations and observation checklists. We explored the utility of one checklist, the Patient-Centered Observation Form (PCOF), to teach and evaluate patient-centered communication in our family medicine residencies. Methods: We conducted a mixed-method study of five University of Minnesota Family Medicine Residencies’ seven years of experience teaching and evaluating residents’ patient-centered communication skills. All programs have a behavioral health (BH) faculty-led observation curriculum that uses the PCOF to assess resident skills and give feedback. We conducted a BH faculty focus group and interviews, generated themes from the BH responses, and then queried family medicine (FM) faculty regarding these themes through an online survey. Results: Ten BH faculty participated in the focus group/interviews, and 71% (25/35) of FM faculty completed the survey about themes derived from the BH interviews. The residencies complete between 1 to 11 observations per resident per year. Since implementation, four programs have continuously used the PCOF due to its versatility, design as a formative rather than summative feedback tool, and relative ease of use. BH faculty believe longitudinal observations with the PCOF resulted in improved resident patient-centered communication. Most importantly, all faculty described a shift in family medicine culture toward patient-centered communication. Time for observations and feedback is the primary curricular barrier. Conclusions: Our findings support the utility of the PCOF for teaching and evaluating patient-centered communication in family medicine training.

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Section: Family Medicine Brief Reportssupporting

confidence: 79%

“…As we discovered, use of an appropriate, 12,13 established tool consistently over an extended period of time 2,14 is important. Since implementation in 2009, four of the five programs have continuously used the PCOF due to its versatility, design as a formative rather than summative feedback tool, and relative ease of use.…”

Section: Family Medicine Brief Reportsmentioning

confidence: 99%

Seven Years of Teaching Communication With the Patient-Centered Observation Form

Adam

Murphy

Dierich

et al. 2018

Fam Med

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“…Also portfolio is often used to assess professional development (Michels, 2009). CSR is to evaluate the trainee's clinical decision-making, reasoning and application of medical knowledge with real patients and DOPS is appropriate for competencies patient care, professionalism, interpersonal skills, communication (Gigante & Swan, 2010) and anywhere practical skills are important (Brown & Doshi, 2006). The results of this study showed that Mini-CEX is the most suitable and the most feasible assessment tool for competencies "Interviewing" and "Develop & Carry out pt.…”

Section: Discussionmentioning

confidence: 92%

“…In July 2002, the Accreditation Council for Graduate Medical Education (ACGME) began requiring residency programs to demonstrate resident competency in six areas: patient care, medical knowledge, practice-based learning and improvement, interpersonal and communication skills, professionalism, and systems-based practice (Tabish, 2010) and developed a "Toolbox" to suggest possible techniques for evaluating each competency (Cogbill & O'Sullivan, 2005) though validity and reliability suggested tools have not been demonstrated for most, and many tools may have limited feasibility because of time constraints and other reasons (Gigante & Swan, 2010). Previous studies indicated that measuring both professional (Tabish, 2010) and medical (Ronald & Epstein, 2007) competences are extremely complex.…”

Section: Discussionmentioning

confidence: 99%

Investigation of Clinical Medical Teachers’ Opinion about Validity-Feasibility of Clinical Assessment Tools in Medical Sciences Universities in Tehran

Zadeh¹,

Dargahi²,

Shajari³

et al. 2012

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The purpose of this study is investigation about validity and feasibility of clinical assessment methods in the point of view of clinical instructors. The descriptive study was done in Tehran city universities. Population study consisted of academic clinical experts. The instrument was a two-part questionnaire made by using Accreditation Council for Graduate Medical Education (ACGME) suggested questionnaire and valid scientific resources. Sampling was based-objected. Total of obtained questionnaires were 83 which were collected from universities Tehran University of Medical Sciences (39), Iran University of Medical Sciences (24) and Shahid Beheshti Medical University (20). Data analysis was conducted by SPSS16. Data indicated that the majority of the study population believed that MCQ (97.6%) is used in clinical setting. OSCE (92.8%) and Logbook (86.7%) are the next methods. Furthermore, Multi-Source Feedback (MSF) (8.4%) and Portfolio (6%) are not often used; whereas the most suitable and feasible medical students' clinical assessment tools in variety of domains are completely different so that there are lots of suggested methods for efficient evaluation. Also, the most suitable and feasible methods were the same in 60% cases. Clearly, no single rating is able to provide the whole story about any doctor's ability to practice medicine, as this requires the demonstration of ongoing competence across a number of different general and specific areas.

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“…In this regard, assessment tools have already been developed to evaluate the communication skills of residents within OPCs (Gigante & Swan, 2010;Skillings et al, 2010). For example, the Set the stage, Elicit information, Give information, Understand the patient's perspective, and End the encounter (SEGUE) Framework, which is recommended by the Accreditation Council for Graduate Medical Education (ACGME), is a checklist-style rating scale that facilitates teaching and assessment of communication skills in trainees through direct observation.…”

Section: Cultivating Effective Doctor-patient Interactionsmentioning

confidence: 99%

Advantages and Perspectives of Teaching in Outpatient Clinics: A Systematic Review

Almoallim¹,

Minguet²,

Albazli³

et al. 2015

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Although the number of patients seen in outpatient clinics far surpasses those managed in inpatient settings, many medical training programs lack outpatient clinic teaching initiatives. Thus, we have conducted a systematic review of the literature in order to raise awareness of the important role that outpatient clinics can play in enhancing medical education, and to assess current perspectives on improving outpatient training. Our analysis reveals that outpatient clinics can offer an efficient and holistic view of patient care, while covering a wide range of general and specialty medical practices. Moreover, several fundamental skills can be acquired by students in outpatient clinics, which effectively combine elements encountered in routine wardbased teaching (etiology, history, physical examination, laboratory tests, and therapy) with those found in ambulatory care (continuity, context, health education, economics, and responsibility). Approaches to teaching in an outpatient setting vary greatly, with extensive differences in levels of supervision and feedback evident. It is clear that, at present, there is no general consensus on the best strategy for realizing the potential of outpatient clinics in the training of students and junior doctors. With the changing face of health systems, the identification of methods by which maximal benefits of this setting can be achieved would be highly advantageous for future medical trainees.

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A Simplified Observation Tool for Residents in the Outpatient Clinic

Abstract: The data suggest the form was well-received by both faculty and residents, and enabled attending physicians to provide useful feedback.

Cited by 8 publications

References 14 publications

Seven Years of Teaching Communication With the Patient-Centered Observation Form

Seven Years of Teaching Communication With the Patient-Centered Observation Form

Investigation of Clinical Medical Teachers’ Opinion about Validity-Feasibility of Clinical Assessment Tools in Medical Sciences Universities in Tehran

Advantages and Perspectives of Teaching in Outpatient Clinics: A Systematic Review

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