The Effect of Faculty Coaching on Resident Attitudes, Confidence, and Patient-Rated Communication: A Multi-Institutional Randomized Controlled Trial

Rassbach, Caroline E.; Bogetz, Alyssa L.; Orlov, Nicola; McQueen, Alisa; Bhavaraju, Vasudha; Mahoney, David; Leibold, Collin; Blankenburg, Rebecca

doi:10.1016/j.acap.2018.10.004

Cited by 18 publications

(36 citation statements)

References 18 publications

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“…This improvement has been attributed to the fulfillment of functions, the optimization of resources, and safety. With respect to the magnitude of the change, these results are in line with the longitudinal studies carried out with pediatric residents [17,[30][31][32] and similar to those obtained in a sample of family physicians [29] or graduate nursing studies [19]. These limited experiences, which contemplated different time intervals, did not detect significant changes in the set of evaluated competencies.…”

Section: Discussionsupporting

confidence: 88%

“…Although the MSF model was initially developed in the corporate world and can be multidisciplinary, it has been used mainly to evaluate physicians in a healthcare setting, with a smaller number of studies on other healthcare professionals. At health organizations, MSF has been mainly used to analyze service quality and detect opportunities for improvement, so it usually assesses practicing professionals and analyzes nuclear or transversal competencies (related to nontechnical aspects of the profession) [4][5][6][7][8][9][10][11][12][13][14][15][16][17]. Accord-ing to the evidence, the multisource evaluation more efficiently evaluates aspects related to communication, professionalism, management, and interpersonal relationships [2,[18][19][20].…”

Section: Introductionmentioning

confidence: 99%

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A Training Intervention through a 360° Multisource Feedback Model

Sureda

Moscoso

Sanduvete‐Chaves

et al. 2021

IJERPH

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Physicians and other health sciences professionals need continuous training, not only in technical aspects of their activity but also in nontechnical, transversal competencies with a cost-efficient impact on the proper functioning of healthcare. The objective of this paper is to analyze the behavioral change among health professionals at a large public hospital following a training intervention on a set of core nontechnical competencies: Teamwork, Adaptability-Flexibility, Commitment-Engagement, Results Orientation, and Leadership Skills for Supervisors. The 360° Multisource Feedback (MSF) model was applied using three sources of information: supervisors, co-workers, and the workers themselves (self-assessment). A quasi-experimental pretest–post-test single-group design with two points in time was utilized. The training intervention improved the scores of only one of the trained competencies—the “Results Orientation” competency—although the scores were slightly inflated. Moreover, significant discrepancies were detected between the three sources, with supervisors awarding the highest scores. The magnitude of behavioral change was related to certain sociodemographic and organizational variables. The study was not immune to the ceiling effect, despite control measures aimed at avoiding it. The empirical evidence suggests that the 360° MSF model must be maintained over time to enhance and reinforce an evaluation culture for better patient care.

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Section: Discussionsupporting

confidence: 88%

Section: Introductionmentioning

confidence: 99%

A Training Intervention through a 360° Multisource Feedback Model

Sureda

Moscoso

Sanduvete‐Chaves

et al. 2021

IJERPH

View full text Add to dashboard Cite

show abstract

“…However, many elements of our intervention may be translatable. Residents, faculty, and program leadership may adapt coaching models in medical education [ 32 , 34 – 36 , 44 ], for example with residents consciously setting communication goals and actively reflecting on their performance after telemedicine encounters. Sharing these goals with clinic faculty supervisors and then inviting them to directly observe virtual encounters could facilitate targeted feedback related to the resident’s goals.…”

Section: Discussionmentioning

confidence: 99%

Feasibility and acceptability of virtually coaching residents on communication skills: a pilot study

et al. 2021

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Background Developing communication skills is a key competency for residents. Coaching, broadly accepted as a training modality in medical education, has been proven a successful tool for teaching communication skills. Little research is available thus far to investigate virtual coaching on communication skills for telemedicine encounters. The purpose of the study was to test the hypothesis that virtually coaching residents on communication skills is feasible and acceptable. We surveyed 21 resident-faculty pairs participating in a “fully virtual” coaching session (patient, coach, and resident were virtual). Methods We asked 50 neurology resident-faculty coach pairs to complete one “fully virtual” coaching session between May 20 and August 31, 2020. After each session, the resident and coach completed a 15-item survey, including Likert-style scale and open-ended questions, assessing feasibility and acceptability. Descriptive statistics and qualitative content and thematic analyses were performed. Results Forty-two percent (21/50) of all eligible residents completed “fully virtual” coaching sessions. The overall survey response rate was 91 % (38/42). The majority of respondents agreed that the direct observation and debriefing conversation were easy to schedule and occurred without technical difficulties and that debriefing elements (self-reflection, feedback, takeaways) were useful for residents. Ninety-five percent of respondents rated the coach’s virtual presence to be not at all disruptive to the resident-patient interaction. Virtual coaching alleviated resident stress associated with observation and was perceived as an opportunity for immediate feedback and a unique approach for resident education that will persist into the future. Conclusions In this pilot study, residents and faculty coaches found virtual coaching on communication skills feasible and acceptable for telemedicine encounters. Many elements of our intervention may be adoptable by other residency programs. For example, residents may share their communication goals with clinic faculty supervisors and then invite them to directly observe virtual encounters what could facilitate targeted feedback related to the resident’s goals. Moreover, virtual coaching on communication skills in both the in-person and telemedicine settings may particularly benefit residents in challenging encounters such as those with cognitively impaired patients or with surrogate decision-makers.

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“…Residents in pediatrics perceive competence in communication skills as important and an educational priority yet feel inadequately prepared, particularly for difficult conversations. 7,8 Although the Accreditation Council for Graduate Medical Education clearly prioritizes interpersonal communication skills as one of its core competencies and requires residents to achieve competence in this area, 9 residency training programs may measure competence differently, creating the potential for inconsistent education and assessment in this critical skill. It is unknown the degree to which different pediatric residency programs teach and assess competence in communication skills and if programs have unmet needs in this area.…”

Section: T a G G E D P Effective Communication In Medicine Is Criticamentioning

confidence: 99%

Look Who's Talking: A Survey of Pediatric Program Directors on Communication Skills Education in Pediatric Residency Programs

Reed¹,

Frey-Vogel²,

Frost³

2020

Academic Pediatrics

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OBJECTIVE: To determine current practices for communication skills curriculum and assessment in pediatric residency programs and to identify programs' greatest needs regarding communication curricula and assessment. METHODS: We surveyed pediatric residency program directors about their programs' approach to teaching and assessing residents' communication skills and how satisfied they were with their curricula and assessment of competence. Respondents were asked about their programs' greatest needs for teaching and assessing communication skills. RESULTS: Response rate was 41% (82/202). Most programs did teach communication skills to residents; only 14% provided no formal training. Programs identified various 1) educational formats for teaching communication skills, 2) curricular content, and 3) assessment methods for determining competence. Many programs were less than satisfied with their curriculum and the accuracy of their assessments. The greatest programmatic need regarding curricula was time, while the greatest need for assessment was a tool. CONCLUSIONS: While teaching and assessment of communication skills is common in pediatric residency programs, it is inconsistent and variable, and many programs are not satisfied with their current communication training. There is need for development of and access to appropriate and useful curricula as well as a practical tool for assessment which has been evaluated for validity evidence.

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The Effect of Faculty Coaching on Resident Attitudes, Confidence, and Patient-Rated Communication: A Multi-Institutional Randomized Controlled Trial

Cited by 18 publications

References 18 publications

A Training Intervention through a 360° Multisource Feedback Model

A Training Intervention through a 360° Multisource Feedback Model

Feasibility and acceptability of virtually coaching residents on communication skills: a pilot study

Look Who's Talking: A Survey of Pediatric Program Directors on Communication Skills Education in Pediatric Residency Programs

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