Education Research: Communication skills for neurology residents

Watling, Christopher; Brown, Judith Belle

doi:10.1212/01.wnl.0000280461.96059.44

Cited by 41 publications

(30 citation statements)

References 15 publications

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“…31,32 Use of portfolios was evaluated in psychiatry education 33 and in neurology. 34 Other Countries For the purposes of this overview, we will concentrate mainly on the other English-speaking countries that have similar training systems; namely Canada, Australia, and the United Kingdom. Canadian and Australian systems use the conceptual framework called Can-MEDS, 35 while the Scottish Doctor Collaboration is utilized in the United Kingdom.…”

Section: Lessons From Other Disciplinesmentioning

confidence: 99%

Assessing Interpersonal and Communication Skills in Emergency Medicine

Chan

Wallner

Swoboda

et al. 2012

Academic Emergency Medicine

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Interpersonal and communication skills (ICS) are a key component of several competency-based schemata and key competency in the set of six Accreditation Council for Graduate Medical Education (ACGME) core competencies. With the shift toward a competency-based educational framework, the importance of robust learner assessment becomes paramount. The journal Academic Emergency Medicine (AEM) hosted a consensus conference to discuss education research in emergency medicine (EM). This article summarizes the initial preparatory research that was conducted to brief consensus conference attendees and reports the results of the consensus conference breakout session as it pertains to ICS assessment of learners. The goals of this consensus conference session were to twofold: 1) to determine the state of assessment of observable learner performance and 2) to determine a research agenda within the ICS field for medical educators. The working group identified six key recommendations for medical educators and researchers.

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Section: Lessons From Other Disciplinesmentioning

confidence: 99%

Assessing Interpersonal and Communication Skills in Emergency Medicine

Chan

Wallner

Swoboda

et al. 2012

Academic Emergency Medicine

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“…Not only do patients deserve such skills in their physicians, but residents actually want these skills and desire to participate in educational experiences that teach how to communicate effectively. 1 It is known that a connection exists between healing and human relationships. 2 People who enter the study of medicine often have preexisting qualities of humanism and intelligence.…”

Section: Why Teaching Communication Is Importantmentioning

confidence: 99%

“…This may not be true, as previous reports have suggested that time and experience alone may not produce adequate improvements in physician communication. 1 The Accreditation Council for Graduate Medical Education requires competency of communication and professionalism. Unfortunately, these competencies are often learned informally, without formal instruction.…”

Section: Why Teaching Communication Is Importantmentioning

confidence: 99%

“…4 Finally, a pilot study for neurology residents used a series of 6 cased-based communication skill workshops (e.g., breaking bad news, discussing donot-resuscitate orders, communicating with "difficult" patients, disclosing medical errors, obtaining informed consent, and end-of-life decisions), and found that the experience was viewed favorably by the participating residents and felt to be relevant to their practice. 1 Providing lectures on communication skills, interviewing simulated patients, and role-playing seem to be effective strategies to teach communication. It is not clear how well these interventions work when residents and physicians interact with real patients.…”

Section: Why Teaching Communication Is Importantmentioning

confidence: 99%

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Residency Training: Teaching communication

Maiser

2013

Neurology

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Residency Training: Teaching communication Residency is not too lateResident Dr. A is called to speak with the family of a patient in the neurointensive care unit who has malignant left middle cerebral artery syndrome and is close to brain death. Resident Dr. A has many competing obligations that day, but realizes how important the discussion will be. As he stands outside the family conference room where anxious loved ones wait, he contemplates what he is going to say and how. Having done this before, he feels confident that he can do it well. What he does not realize is that on the other side of the door are 20 frightened family members who speak a different language, have many different beliefs, and have no idea that their family member is dying. Resident Dr. A's confidence is based on sufficient knowledge of the patient's illness and prognosis, but despite decades of formal education, he was never taught how to effectively communicate with patients and their families in this situation. WHY TEACHING COMMUNICATION IS IMPORTANTThere is no question that advances in medical knowledge have forced medical schools to find creative ways to efficiently educate their future physicians. What about teaching communication? This is not a new problem. Time dedicated to teaching communication is sparse. The exponential trajectory of information required to be a physician is daunting, and conveying that information to patients imposes yet another challenge. The ability to communicate with patients, families, and other medical staff is essential in a complex medical society, and should require attention and instruction. Not only do patients deserve such skills in their physicians, but residents actually want these skills and desire to participate in educational experiences that teach how to communicate effectively.

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“…The objective structured clinical examination,21 which uses standardized patients, is a powerful tool for the evaluation of patient safety competencies. There are several positive aspects of this tool, including professional development in a low-risk environment and the incorporation of skills and attitudes for handling medical error recognition and disclosure, patient-centered care, communication, and interpersonal skills and humanism issues 4,6,7,10,22. In addition, the objective structured clinical examination provides valuable feedback to both examinees and educators4,6,7,23 and offers reinforcement that is critical for promoting lasting changes in physician behavior 4,6,7,23.…”

Section: Introductionmentioning

confidence: 99%

A new method for the assessment of patient safety competencies during a medical school clerkship using an objective structured clinical examination

Daud-Gallotti

Morinaga

Arlindo-Rodrigues

et al. 2011

Clinics

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INTRODUCTION:Patient safety is seldom assessed using objective evaluations during undergraduate medical education.OBJECTIVE:To evaluate the performance of fifth-year medical students using an objective structured clinical examination focused on patient safety after implementation of an interactive program based on adverse events recognition and disclosure.METHODS:In 2007, a patient safety program was implemented in the internal medicine clerkship of our hospital. The program focused on human error theory, epidemiology of incidents, adverse events, and disclosure. Upon completion of the program, students completed an objective structured clinical examination with five stations and standardized patients. One station focused on patient safety issues, including medical error recognition/disclosure, the patient-physician relationship and humanism issues. A standardized checklist was completed by each standardized patient to assess the performance of each student. The student's global performance at each station and performance in the domains of medical error, the patient-physician relationship and humanism were determined. The correlations between the student performances in these three domains were calculated.RESULTS:A total of 95 students participated in the objective structured clinical examination. The mean global score at the patient safety station was 87.59±1.24 points. Students' performance in the medical error domain was significantly lower than their performance on patient-physician relationship and humanistic issues. Less than 60% of students (n = 54) offered the simulated patient an apology after a medical error occurred. A significant correlation was found between scores obtained in the medical error domains and scores related to both the patient-physician relationship and humanistic domains.CONCLUSIONS:An objective structured clinical examination is a useful tool to evaluate patient safety competencies during the medical student clerkship.

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Education Research: Communication skills for neurology residents

Cited by 41 publications

References 15 publications

Assessing Interpersonal and Communication Skills in Emergency Medicine

Assessing Interpersonal and Communication Skills in Emergency Medicine

Residency Training: Teaching communication

A new method for the assessment of patient safety competencies during a medical school clerkship using an objective structured clinical examination

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