Investigation of a brief teaching encounter using standardized patients

Wilk, Alev Inez; Jensen, Norman M.

doi:10.1007/s11606-002-0039-0

Cited by 14 publications

(9 citation statements)

References 15 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…12,28,29 Approximately 70% of the current sample demonstrated skills necessary for a brief intervention. This is similar to Wilk & Jenson 26 findings which reported that 74% of residents in an internal medicine clinic provided an alcohol intervention to an unannounced SP following alcohol training. The current study did not utilize a pre-post SP design.…”

Section: Discussionsupporting

confidence: 88%

Impact of a Multicomponent Screening, Brief Intervention, and Referral to Treatment (SBIRT) Training Curriculum on a Medical Residency Program

et al. 2016

View full text Add to dashboard Cite

Background Substance-related disorders are a growing problem in the United States. The patient-provider setting can serve as a crucial environment to detect and prevent at-risk substance use. Screening, brief intervention, and referral to treatment (SBIRT) is an integrated approach to deliver early intervention and treatment services for persons who have or are at-risk for substance related disorders. SBIRT training components can include online modules, in-person instruction, practical experience, and clinical skills assessment. This paper will evaluate the impact of multiple modes of training on acquisition of SBIRT skills as observed in a clinical skills assessment. Methods Residents were part of an SBIRT training program, from 2009 through 2013, consisting of lecture, role play, online modules, patient encounters, and clinical skills assessment (CSA). Differences were assessed across satisfactory and unsatisfactory CSA performance. Results 70% of the residents satisfactorily completed CSA. Demographics, type of components completed, and number of components completed were similar among residents that demonstrated satisfactory clinical skills compared to those that did not. All components of the training program were accepted equally across specialties and resident matriculation cohorts. Conclusion The authors conclude that the components employed in SBIRT training do not have to be numerous, or of a particular mode of training, in order to see observable demonstration of SBIRT skills among medical residents. Thus residency educators who have limited time or resources may utilize as few as one mode of training to effectually disseminate SBIRT skills among healthcare providers. As SBIRT continues to evolve as a promising tool to address at-risk substance-related disorders it is critical to train medical residents and other health professionals.

show abstract

Section: Discussionsupporting

confidence: 88%

Impact of a Multicomponent Screening, Brief Intervention, and Referral to Treatment (SBIRT) Training Curriculum on a Medical Residency Program

et al. 2016

View full text Add to dashboard Cite

show abstract

“…One demonstrated a positive association between resident nonverbal communication skills and patient satisfaction 63 . Another documented improved resident performance with unannounced SPs 64 . Another institution documented wide variations in resident performance including making incorrect recommendations to patients on a domestic violence observed‐structured‐clinical‐evaluation (OSCE) 65 .…”

Section: Resultsmentioning

confidence: 99%

Changing habits of practice

et al. 2005

View full text Add to dashboard Cite

This updated review continues to identify key deficiencies in ambulatory training curriculum and faculty skills. The authors make several recommendations: (1) Make training in the ambulatory setting a priority. (2) Address systems problems in practice environments. (3) Create learning experiences appropriate to the resident's level of development. (4) Teach and evaluate in the examination room. (5) Expand subspecialty-based training to the ambulatory setting. (6) Make faculty development a priority. (7) Create and fund multiinstitutional educational research consortia.

show abstract

“…Several OSCEs administered before and after educational programs demonstrated improvements in medical students’ substance abuse clinical skills (18,19). Among resident physicians, two studies used SPs to demonstrate the effect of substance abuse training on clinical skills (20,21), and one used SPs to describe the need for improvement in these skills (5,10). …”

Section: Discussionmentioning

confidence: 99%

Teaching and Assessing Residents’ Skills in Managing Heroin Addiction with Objective Structured Clinical Examinations (OSCEs)

Parish¹,

Stein²,

Hahn³

et al. 2013

Substance Abuse

View full text Add to dashboard Cite

Background Heroin abusing patients present a significant challenge. Objective Structured Clinical Exams (OSCEs) allow evaluation of residents’ clinical skills. The objective of our study was to examine resident OSCE performance assessing and managing heroin abuse. Methods Evaluation and comparison of heroin-specific communication, assessment and management skills in a five-station PGY3 substance abuse OSCE. Faculty used a four-point Likert scale to assess residents’ skills; standardized patients provided written comments. Results 265 internal and family medicine residents in an urban university hospital participated over five years. In the heroin station, residents’ skills were better (p<0.001 for both comparisons) in communication (mean overall score 3.16±0.51) than in either assessment (mean overall score 2.66±0.60) or management (mean overall score 2.50±0.73). The mean score for assessing specific high risk behaviors was lower than the mean overall assessment score (2.22±1.01 vs. 2.74±.59, p < 0.0001), and the mean score for recommending appropriate harm reduction management strategies was lower than the mean overall management score (2.39±.89 vs. 2.54±.74, p < 0.005). Standardized patients’ comments reflected similar weaknessess in residents’ skills. Conclusions Assessment and management of heroin abuse were more challenging for residents than general communication. Additional training is required for residents to assess and counsel patients about high risk behaviors.

show abstract

Investigation of a brief teaching encounter using standardized patients

Abstract: A single, 1-hour teaching intervention lead to a 2- to 3-fold increase in resident detection and advising of problem drinkers. SPs provide effective teaching encounters and a useful measure of resident behavior.

Cited by 14 publications

References 15 publications

Impact of a Multicomponent Screening, Brief Intervention, and Referral to Treatment (SBIRT) Training Curriculum on a Medical Residency Program

Impact of a Multicomponent Screening, Brief Intervention, and Referral to Treatment (SBIRT) Training Curriculum on a Medical Residency Program

Changing habits of practice

Teaching and Assessing Residents’ Skills in Managing Heroin Addiction with Objective Structured Clinical Examinations (OSCEs)

Contact Info

Product

Resources

About