Measuring General Surgery Residents’ Communication Skills From the Patient’s Perspective Using the Communication Assessment Tool (CAT)

Stausmire, Julie M.; Cashen, Constance; Myerholtz, Linda; Buderer, Nancy

doi:10.1016/j.jsurg.2014.06.021

Cited by 44 publications

(46 citation statements)

References 12 publications

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“…For example, Levinson et al (2013) got 2794 citations and 74 full-text articles, 21 studies and 13 companion reports; Liu et al (2015) retrieved 20 studies; Mazzi et al (2013) reported on one full-day observation with 259 people (but only four interviews were analysed); Taveira-Gomes et al (2016) researched on 255 students attending the course on basic communication skills but thenafter three years -only 68 people from the same population completed the re-evaluation interview. Stausmire et al (2015) researched 93 residents (representing 59 institutions) participating in the communication training but finally only 11 of them volunteered to participate in a role-playing session before and after the formal teaching session. This leads to the statement that research on communication skills of physicians is in its initial stage and should be intensified.…”

Section: Discussion Of the Resultsmentioning

confidence: 99%

“…The importance of organisational and cultural differences notwithstanding, one may maintain, that some already existing tools like communication assessment tools (CAT) can be used by various health care providers (Stausmire et al, 2015), and some of the peer-review tools, for example, SPRAT (Sheffield peer-review assessment tool) proved to be useful internationally as well (Sasaki et al, 2015).…”

Section: Elements Of a Physician Assessmentmentioning

confidence: 99%

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Physician Appraisals: Key Challenges

Klich

2017

Engineering Management in Production and Services

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The main purpose of the article is to identify key criteria being used for physician appraisals and to find how communication skills of physicians are valued in those appraisals. ScienceDirect and EBSCOhost databases were used for this search. The results show that a physician appraisal is underestimated both theoretically and empirically. The particular gap exists with respect to the communication skills of physicians, which are rarely present in medical training syllabi and physician assessments. The article contributes to the theoretical discourse on physician appraisals and points out at the inconsistency between the high status of physicians as a key hospital resource on the one hand and, on the other hand, at inadequate and poorly researched assessment of their performance with a special emphasis on communication skills. The article may inspire health managers to develop and implement up-to-date assessment forms for physicians and good managerial practices in this respect in hospitals and other health care units.

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Section: Discussion Of the Resultsmentioning

confidence: 99%

Section: Elements Of a Physician Assessmentmentioning

confidence: 99%

Physician Appraisals: Key Challenges

Klich

2017

Engineering Management in Production and Services

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“…Whether the CG-CAHPS questions are indeed the appropriate outcome measure for assessing the impact of house staff’s use of a step-by-step protocol for opening medical interviews is debatable (4,22). However, given the now ubiquitous nature of the CAHPS surveys in the United States, understanding how communication training may or may not impact CAHPS scores in house staff clinics and other teaching services will likely be important moving forward (2) with other measures for assessing the value of training initiatives and giving direct feedback to trainees on communication skills being collected in parallel (15 –18,20,23). …”

Section: Discussionmentioning

confidence: 99%

House Staff Communication Training and Patient Experience Scores

Oladeru

Hamadu

Cleary

et al. 2017

Journal of Patient Experience

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Objective:To assess whether communication training for house staff via role-playing exercises (1) is well received and (2) improves patient experience scores in house staff clinics.Methods:We conducted a pre–post study in which the house staff for 3 adult hospital departments participated in communication training led by trained faculty in small groups. Sessions centered on a published 5-step strategy for opening patient-centered interviews using department-specific role-playing exercises. House staff completed posttraining questionnaires. For 1 month prior to and 1 month following the training, patients in the house staff clinics completed surveys with Clinician and Group Consumer Assessment of Healthcare Providers and Systems (CG-CAHPS) questions regarding physician communication, immediately following clinic visits. Preintervention and postintervention results for top-box scores were compared.Results:Forty-four of a possible 45 house staff (97.8%) participated, with 31 (70.5%) indicating that the role-playing exercise increased their perception of the 5-step strategy. No differences in patient responses to CG-CAHPS questions were seen when comparing 63 preintervention surveys to 77 postintervention surveys.Conclusion:Demonstrating an improvement in standard patient experience surveys in resident clinics may require ongoing communication coaching and investigation of the “hidden curriculum” of training.

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“…17 It has demonstrated utility in assessing communication skills in surgery and family medicine residents. 18,19 The CAT has also been administered to ED patients and captures the patient's perspective on the overall Western Journal of Emergency Medicine 20 During the study period, trained research assistants (RA) administered the CAT survey and free-response questions to ED patients cared for primarily by a fourth-year clerkship student. We implemented a system whereby a text page notification was sent to the RA team when a student signed up for a patient on our ED's electronic tracking board.…”

Section: Study Protocolmentioning

confidence: 99%

A Multimodal Curriculum With Patient Feedback to Improve Medical Student Communication: Pilot Study

Dubosh

Hall

Novack

et al. 2019

WestJEM

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Introduction: Despite the extraordinary amount of time physicians spend communicating with patients, dedicated education strategies on this topic are lacking. The objective of this study was to develop a multimodal curriculum including direct patient feedback and assess whether it improves communication skills as measured by the Communication Assessment Tool (CAT) in fourth-year medical students during an emergency medicine (EM) clerkship. Methods: This was a prospective, randomized trial of fourth-year students in an EM clerkship at an academic medical center from 2016-2017. We developed a multimodal curriculum to teach communication skills consisting of 1) an asynchronous video on communication skills, and 2) direct patient feedback from the CAT, a 15-question tool with validity evidence in the emergency department setting. The intervention group received the curriculum at the clerkship midpoint. The control group received the curriculum at the clerkship’s end. We calculated proportions and odds ratios (OR) of students achieving maximum CAT score in the first and second half of the clerkship. Results: A total of 64 students were enrolled: 37 in the control group and 27 in the intervention group. The percentage of students achieving the maximum CAT score was similar between groups during the first half (OR 0.70, p = 0.15). Following the intervention, students in the intervention group achieved a maximum score more often than the control group (OR 1.65, p = 0.008). Conclusion: Students exposed to the curriculum early had higher patient ratings on communication compared to the control group. A multimodal curriculum involving direct patient feedback may be an effective means of teaching communication skills.

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Measuring General Surgery Residents’ Communication Skills From the Patient’s Perspective Using the Communication Assessment Tool (CAT)

Cited by 44 publications

References 12 publications

Physician Appraisals: Key Challenges

Physician Appraisals: Key Challenges

House Staff Communication Training and Patient Experience Scores

A Multimodal Curriculum With Patient Feedback to Improve Medical Student Communication: Pilot Study

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