Assessing Advanced Communication Skills via Objective Structured Clinical Examination: A Comparison of Faculty Versus Self, Peer, and Standardized Patient Assessors

Talwalkar, Jaideep S.; Murtha, Tanya; Prozora, Stephanie; Fortin, Auguste H.; Morrison, Laura; Ellman, Matthew

doi:10.1080/10401334.2019.1704763

Cited by 16 publications

(17 citation statements)

References 42 publications

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“…Lower cost options such as individual practice with a checklist completion goal can lead to minimal time spent actively engaged with the procedure and lack of real‐time feedback 39,40 . Peer or non‐expert raters using deliberate practice and SBML principles could offer a middle ground with a less resource‐intensive method to guide expert procedural practice and low‐stakes formative assessment 41,42 43,44 …”

Section: Discussionmentioning

confidence: 99%

Novel cricothyrotomy assessment tool for attending physicians: A multicenter study of an error avoidance checklist

Hock

Martin

Stanfield

et al. 2021

AEM Education and Training

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Background This study used existing literature and expert feedback to develop and pilot a novel error‐avoidance checklist tool for cricothyrotomy in attending physicians. Prior literature has not focused on expert cricothyrotomy performance. While published checklists teach a specific procedural method, ideal for novice learners, this may hinder expert learners. Objectives We endeavored to create a succinct error‐avoidance checklist for cricothyrotomy. We hypothesized that such a checklist would prove feasible and acceptable to attending physicians. Methods This is a multicenter prospective checklist creation, evaluation, and feasibility study. Multiple experts pursued an iterative process to reach consensus on a 7‐item error‐avoidance checklist. The checklist was trialed for feasibility in pilot sessions at two sites by 45 attending emergency physicians who used the checklist for peer performance assessment and provided feedback. Results During the pilot implementation, 94% of respondents completed the procedure within the allotted 120 s. Greater than 85% of respondents agreed that four of the five procedural errors on the checklist were very or somewhat critical to avoid, including cutting >2 cm from midline, creating a false passage, failing to continuously maintain an object in the trachea, and injuring oneself during the procedure. Only 66% of participants felt severing the cricoid cartilage was critical. Successful breath administration and time under 120 s were critical for 100% and 95% of participants, respectively. The checklist was rated “easy” or “very easy” to use by 93% of participants, and 95% found this checklist reasonable for evaluating attending physicians. Conclusions We present the multicenter development and implementation of a novel error‐avoidance checklist tool for use in expert cricothyrotomy performance. Attending emergency medicine (EM) physicians rated our tool easy to use and agreed that most of the proposed errors were critical. Participants overwhelmingly agreed this tool would be reasonable for evaluation of cricothyrotomy performance among attending EM physicians.

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Section: Discussionmentioning

confidence: 99%

Novel cricothyrotomy assessment tool for attending physicians: A multicenter study of an error avoidance checklist

Hock

Martin

Stanfield

et al. 2021

AEM Education and Training

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“…In a related study, we previously reported sufficient concordance among different types of raters to support a student-only assessment model for our low-stakes, formative ACSW. 8 Additionally, the ACSW was efficient in terms of faculty utilization. Faculty were heavily involved in the curriculum development phase but played a minimal role during the workshop itself.…”

Section: Discussionmentioning

confidence: 97%

“…[5][6][7] However, when these students become residents, they are expected to manage clinical situations requiring more advanced communication skills, 1 in which clinicians must navigate emotionally fraught circumstances and in which an intense emotional response from patients or families can be expected. 8 During medical school, students rarely have the opportunity to lead conversations requiring advanced communication skills. This has led some educators to develop OSCEs 1 for students to show how one might interact with a real patient.…”

Section: Introductionmentioning

confidence: 99%

“…We have previously demonstrated that MS4s performed well during the ACSW and that peer assessment was concordant with assessment done by SPs and faculty. 8 Here, we describe the development of the ACSW and evaluate student satisfaction with the ACSW, specifically as related to the student-only assessment model in which students had the opportunity to enhance their skills in giving and receiving peer feedback. Unlike previously published OSCEs related to advanced communication skills, the ACSW solely relies on a peer-feedback model with medical students.…”

Section: Introductionmentioning

confidence: 99%

“…During training, SPs reviewed medical details of the case, discussed emotional context, and practiced playing their roles. SPs also received training on using the CBC as part of a separate study related to this project; SP assessments were not shared with students and were only performed to assess concordance with peer assessment 8. Workshop Logistics In the days before the ACSW, didactic presentations and demonstrations on various advanced communication skills topics were included in the Capstone Course.…”

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confidence: 99%

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An Advanced Communication Skills Workshop Using Standardized Patients for Senior Medical Students

Talwalkar

Fortin

Morrison³

et al. 2021

MedEdPORTAL

Self Cite

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Introduction: Medical students often lack training in advanced communication skills encompassing emotionally fraught situations and those in which an intense emotional response is expected. Such skills are required for clinical situations encountered during residency. We created and evaluated an advanced communication skills workshop (ACSW) using standardized patients for senior medical students. The workshop emphasized communication skills for four scenarios-strong emotion, goals of care, medical error, and palliative care assessment-and utilized formative peer assessment and feedback. Methods: We created the four ACSW cases with case-specific communication behavior checklists and a common modified Master Interview Rating Scale in a Capstone Course for senior medical students. In groups of three, students rotated through three of four stations. Each student conducted one of the interviews while the other two completed the checklists and provided verbal feedback. We performed one-way analyses of variance on Likert responses and content analysis on open responses on a post-ACSW survey. Results: Ninety-one students completed the ACSW and survey. Students assigned high value to all four ACSW student roles: interviewer, observer, feedback recipient, and feedback provider. Students rated the experience above average to excellent on nearly all survey items. Open-response themes included "liked the opportunity to give or receive peer feedback" (46%) and "found the checklists helpful" (45%). Discussion: Feasible and well received by senior medical students, our ACSW offers an opportunity to practice and observe advanced communication skills and peer feedback. A peer-assisted, formative learning model, the ACSW efficiently addresses a key aspect of residency preparation.

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Teaching and Assessing Communication Skills in Pediatric Residents: How Do Parents Think We Are Doing?

Howell

Desai

Altshuler

et al. 2022

Academic Pediatrics

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Assessing Advanced Communication Skills via Objective Structured Clinical Examination: A Comparison of Faculty Versus Self, Peer, and Standardized Patient Assessors

Cited by 16 publications

References 42 publications

Novel cricothyrotomy assessment tool for attending physicians: A multicenter study of an error avoidance checklist

Novel cricothyrotomy assessment tool for attending physicians: A multicenter study of an error avoidance checklist

An Advanced Communication Skills Workshop Using Standardized Patients for Senior Medical Students

Teaching and Assessing Communication Skills in Pediatric Residents: How Do Parents Think We Are Doing?

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