Residency Training: Teaching communication

Abstract

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.