2019
DOI: 10.15766/mep_2374-8265.10819
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Delivering Challenging News: An Illness-Trajectory Communication Curriculum for Multispecialty Oncology Residents and Fellows

Abstract: Introduction Published curricula to teach communication skills for postgraduate fellows in oncology are few in number despite the fact that oncologists conduct many difficult discussions with their patients and their families. Such discussions may include disclosing initial diagnosis or relapse of a patient's cancer or relaying a poor prognosis or change to palliative care. Methods An eight-module course on communication in oncology practice was delivered over 2 months … Show more

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Cited by 27 publications
(55 citation statements)
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“…All but one study 24 used participant self‐assessment pre/post surveys as a primary means of determining CST effectiveness (seven of eight articles). Three studies also incorporated the use of external observers or reviewers of participant communication skills, 23,24,28 and one study incorporated “end user'' assessments (i.e., parent understanding following an informed consent conversation) 24 . Finally, one study utilized objective structured clinical examinations (OSCEs) pre‐ and post‐course to assess learners’ skill acquisition 28 .…”
Section: Resultsmentioning
confidence: 99%
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“…All but one study 24 used participant self‐assessment pre/post surveys as a primary means of determining CST effectiveness (seven of eight articles). Three studies also incorporated the use of external observers or reviewers of participant communication skills, 23,24,28 and one study incorporated “end user'' assessments (i.e., parent understanding following an informed consent conversation) 24 . Finally, one study utilized objective structured clinical examinations (OSCEs) pre‐ and post‐course to assess learners’ skill acquisition 28 .…”
Section: Resultsmentioning
confidence: 99%
“…Most (six of eight) of the articles presented interventions in which CST was the primary focus. [23][24][25][26][27][28] Two articles investigated controlled interventions, 23,24 while the remainder described interventions conducted with a single cohort of learners (i.e., without a control group). All CST interventions provided didactic materials, ranging from modules with lecture slides and videos to pocket cards and other reference materials.…”
Section: Methodsmentioning
confidence: 99%
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“…The curriculum consists of a 2-hour intervention (3 hours when including simulation) that teaches medical decision-making, interpersonal communication, and clinical documentation in the context of prediabetes and diabetes followed by small-group role-play and, finally, clinical practice. Diabetes ROADMAP represents a unique contribution to existing resources, including (1) curricula that teach more broadly about the diagnosis and management of diabetes 8 , 9 and (2) curricula that teach learners how to deliver bad news 4 such as a cancer diagnosis 10 or a negative turn in an admitted hospital patient's condition. 11 …”
Section: Introductionmentioning
confidence: 99%