Teaching Communication Skills to Radiology Residents

Itri, Jason N.; Yacob, Sammy; Mithqal, Ayman

doi:10.1067/j.cpradiol.2017.01.005

Cited by 28 publications

(19 citation statements)

References 6 publications

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“…Communication plays the most important role between the presenter (nurses and other staff) and the recipient of the services (patients) (Itri, Yacob, & Mithqal, 2017). The use of appropriate communication skills can help the patients in improving their status, having better psychological condition and satisfying (Bakker, Fitch, Gray, Reed, & Bennett, 2001).…”

Section: Introductionmentioning

confidence: 99%

Assessment of nurse–patient communication and patient satisfaction from nursing care

et al. 2019

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Aim Professional communication between nurse and patient has a significant role in patient satisfaction with nursing care. The aim of this study was to assess nurse–patient communication and patient's satisfaction from nursing services in the burn wards of women and men. Design Participants were all patients admitted to the Burn wards at the Sina Hospital of Tabriz between September–December 2018. Nurse–patient communication and patient's satisfaction were assessed using at the time of discharge. Data were analysed by SPSS applying descriptive and inferential statistics. Results The results show that most patients were dissatisfied with nursing care. More than 80% did not know their nurse. There was a correlation between nurse‐patient communication and patient satisfaction with nursing care and the sex variable was found to be significantly correlated with patients’ satisfaction level. The weakness of nurses 'communication with patients was evident in our study and patients were dissatisfied from this kind of communication, and consequently, patients' satisfaction was reported very low. Improving the satisfaction of patients in the hospital should be the priorities of the hospital managers. Therefore, by educating staff, especially nurses, identifying motivating factors as well as identifying dissatisfaction factors, improved patient satisfaction.

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Section: Introductionmentioning

confidence: 99%

Assessment of nurse–patient communication and patient satisfaction from nursing care

et al. 2019

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“…Fifteen thousand one hundred fifty-nine citations were obtained through the literature search strategy, of which 46 articles were deemed potentially relevant. Thirty of these did not include data on either evaluation or implementation, resulting in 15 unique studies [13][14][15][16][17][18][19][20][21][22][23][24][25][26][27][28][29][30][31]. Among these, four were excluded since they were descriptive of new leadership curricula but lacked information on how effectiveness was assessed [28][29][30][31].…”

Section: Literature Searchmentioning

confidence: 99%

Leadership training programs in graduate medical education: a systematic review

2020

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Background: With the increasing recognition that leadership skills can be acquired, there is a heightened focus on incorporating leadership training as a part of graduate medical education. However, there is considerable lack of agreement regarding how to facilitate acquisition of these skills to resident, chief resident, and fellow physicians. Methods: Articles were identified through a search of Ovid MEDLINE, EMBASE, CINAHL, ERIC, PsycNet, Cochrane Systemic Reviews, and Cochrane Central Register of Controlled Trials from 1948 to 2019. Additional sources were identified through contacting authors and scanning references. We included articles that described and evaluated leadership training programs in the United States and Canada. Methodological quality was assessed via the MERSQI (Medical Education Research Study Quality Instrument). Results: Fifteen studies, which collectively included 639 residents, chief residents, and fellows, met the eligibility criteria. The format, content, and duration of these programs varied considerably. The majority focused on conflict management, interpersonal skills, and stress management. Twelve were prospective case series and three were retrospective. Seven used pre-and post-test surveys, while seven used course evaluations. Only three had follow-up evaluations after 6 months to 1 year. MERSQI scores ranged from 6 to 9. Conclusions: Despite interest in incorporating structured leadership training into graduate medical education curricula, there is a lack of methodologically rigorous studies evaluating its effectiveness. High-quality well-designed studies, focusing particularly on the validity of content, internal structure, and relationship to other variables, are required in order to determine if these programs have a lasting effect on the acquisition of leadership skills.

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“…30 of these did not include data on either evaluation or implementation, resulting in 15 unique studies. [13][14][15][16][17][18][19][20][21][22][23][24][25][26][27][28][29][30][31] Among these, four were excluded since they were descriptive of new leadership curricula but lacked information on how effectiveness was assessed. 13,14,16,26 The kappa statistic was calculated and was 0.93 for the 15 included studies; the two authors disagreed about the inclusion of only one article which was adjudicated and it was determined that it should be included.…”

Section: Literature Searchmentioning

confidence: 99%

Leadership Training Programs in Graduate Medical Education: A Systematic Review

Kumar

Swee

Suneja

2020

Preprint

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Background: With the increasing recognition that leadership skills can be acquired, there is a heightened focus on incorporating leadership training as a part of graduate medical education. However, there is considerable lack of agreement regarding how to facilitate acquisition of these skills to resident, chief resident, and fellow physicians. Methods: Articles were identified through a search of Ovid MEDLINE, EMBASE, CINAHL, ERIC, PsycNet, Cochrane Systemic Reviews, and Cochrane Central Register of Controlled Trials from 1948 to 2019. Additional sources were identified through contacting authors and scanning references. We included articles that described and evaluated leadership training programs in the United States and Canada. Methodological quality was assessed via the MERSQI (Medical Education Research Study Quality Instrument). Results: 15 studies, which collectively included 639 residents, chief residents, and fellows, met the eligibility criteria. The format, content, and duration of these programs varied considerably. The majority focused on conflict management, interpersonal skills, and stress management. Twelve were prospective case series and three were retrospective. Seven used pre- and post-test surveys, while seven used course evaluations. Only three had follow-up evaluations after six months to one year. MERSQI scores ranged from 6 to 9. Conclusions: Despite interest in incorporating structured leadership training into graduate medical education curricula, there is a lack of methodologically rigorous studies evaluating its effectiveness. High-quality well-designed studies, focusing particularly on the validity of content, internal structure, and relationship to other variables, are required in order to determine if these programs have a lasting effect on the acquisition of leadership skills.

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Teaching Communication Skills to Radiology Residents

Cited by 28 publications

References 6 publications

Assessment of nurse–patient communication and patient satisfaction from nursing care

Assessment of nurse–patient communication and patient satisfaction from nursing care

Leadership training programs in graduate medical education: a systematic review

Leadership Training Programs in Graduate Medical Education: A Systematic Review

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