The Value of Assessing and Addressing Communication Skills

Makoul, Gregory; Curry, Raymond H.

doi:10.1001/jama.298.9.1057

Cited by 57 publications

(36 citation statements)

References 15 publications

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“…These 3 areas represent domains in which recognized deficiencies have been observed in clinical practice. [1][2][3][4][5][6] Patient safety, coordination of care, and patient communication are among the Accreditation Council for Graduate Medical Education's general competencies. 7 These are overarching topics in the field of medicine that, ideally, are part of every clinical experience in residency.…”

Section: Discussionmentioning

confidence: 99%

Pediatric Fellows: Perspectives on Training and Future Scope of Practice

Freed¹,

Dunham

Switalski

et al. 2009

Pediatrics

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OBJECTIVE. Training for pediatric residents who intend to pursue fellowship differs little from training for residents who intend to practice general pediatrics. It is unknown how well residents who intend to pursue subspecialty training believe that residency prepares them for subspecialty fellowships or future careers. To characterize the strengths and weaknesses of residency training and the factors influencing subspecialty choice from the perspective of subspecialty fellows, we conducted a survey of current fellows on these issues. METHODS.A random sample of 1000 physicians who were entering their second or third year of fellowship in the United States in 2007 received a structured questionnaire by mail. The survey focused on decision-making in selection of residency and fellowship programs, strength of residency training in preparation for fellowship, and plans for future practice.RESULTS. The overall response rate was 81%. A majority of the fellows would not have shortened their general pediatrics residency before fellowship if given the option (64% [n ϭ 482]). However, more than half (52% [n ϭ 390]) of the fellows would have chosen a 2-year fellowship without research or scholarly activity over the current 3-year structure. Few current fellows believed they could have used any additional training in the areas of patient safety, coordination of care for children with complex illnesses, or patient communication.CONCLUSIONS. The finding that a large proportion of fellows would opt for shortened subspecialty training should prompt discussion and debate within the profession regarding the skills necessary for a pediatric subspecialist. Patient safety, physician-parent communication, and care coordination are emphasized primarily through informal training during residency. Although most clinicians believe themselves to be adequately prepared, research has identified gaps in clinician skills and understanding of these issues of great importance to patients and their families. Pediatrics 2009; 123:S31-S37 W ITH RARE EXCEPTIONS, pediatric subspecialists complete 3 years of fellowship training after pediatric residency. Training for residents who intend to pursue fellowship differs little from training for residents who intend to practice general pediatrics. Requirements for rotations, experiences, and competencies are similar for all residents, as prescribed by the Accreditation Council for Graduate Medical Education (ACGME). To the extent that differences exist, they would be principally in selection of subspecialty electives or, perhaps, in the type of patients seen in a continuity clinic. It is unknown how well residents who intend to pursue subspecialty training believe that residency prepares them for subspecialty fellowships or future careers.To characterize the strengths and weaknesses of residency training and the factors that influence subspecialty choice from the perspective of subspecialty fellows, we conducted a survey of current fellows on these issues. METHODS SampleThe American Board of Pedi...

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Section: Discussionmentioning

confidence: 99%

Pediatric Fellows: Perspectives on Training and Future Scope of Practice

Freed¹,

Dunham

Switalski

et al. 2009

Pediatrics

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show abstract

“…The term ''communication'' itself is very broad and imprecise and may refer to numerous qualities, such as verbal communication, written communication, active listening, involvement of patients in decision making, or a sense of reciprocity and understanding in the physician-patient relationship. Better communication skills have been associated with greater patient satisfaction, patient compliance, and acceptance of recommendations (Kerse et al, 2004;Makoul, 2003;Makoul and Curry, 2007). Scales to assess communication empirically should advance the study of this component of leadership (Meyerholtz et al, 2010).…”

Section: Discussionmentioning

confidence: 99%

Addressing Demoralization in Clinical Staff

Gabel

2011

Journal of Nervous &Amp; Mental Disease

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Demoralization is a state that occurs when an individual's personal or professional goals, principles, or values are threatened. Psychiatrists working in mental healthcare organizations may experience demoralization for numerous reasons, including diminished funding for valued programs, personnel reductions, and administrative burdens hindering patient care. Demoralization places psychiatrists and other mental health professionals at increased risk for burnout, and its associated problems related to physical and mental difficulties, poor patient care, and staff losses and turnover. Demoralization, therefore, presents an important challenge to medical and clinical leaders who must address this issue to maintain the organizational commitment to optimal patient-centered care. This can be done using sound and accepted leadership principles coupled with a values orientation. The paper provides an illustration.

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“…Los aspectos de orden cognitivo reseñados en la literatura hacen alusión a habilidades académicas y cognitivas específicas, tales como las habilidades de razonamiento verbal 13,30 , comunicación escrita 24 , capacidad de analizar racionalmente una situación problema 31 , comprensión de textos científicos 23 , pruebas de habilidad mental general 32 .…”

Section: Aspectos De Orden Cognitivounclassified

Repensando la selección de la carrera de Medicina desde los factores que inciden en la formación

Pérez

et al. 2015

Rev. méd. Chile

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Rethinking the selection of medical students, considering non-cognitive skills Acerca del proceso de selección de postulantes en educación superior L a masificación de la educación superior ha implicado el ingreso de alumnos con diversos niveles de desarrollo de sus habilidades de entrada, reflejando la pluralidad cultural y socioeducativa de sus respectivos orígenes 1 . La instalación de un sistema de selección de estudiantes por más de siete décadas, se ha sustentado en la premisa que no todos los egresados de la enseñanza secundaria cuentan con las habilidades, condiciones, capacidades, aptitudes o competencias para concluir estudios universitarios 2 . Así, el propósito del proceso de selección es certificar un nivel mínimo de desempeño, para aumentar la posibilidad de retención y éxito académico de los estudiantes 3 . No obstante, existe evidencia que indica que este sistema no sería del todo equitativo, marginando a los postulantes de sectores socioeconómicos y socioculturales menos favorecidos 4 . Esta realidad impone a las universidades, el desafío de perfeccionar sus prácticas para optimizar el proceso de formación, adaptación y selección de estos estudiantes, a fin de garantizar una educación con calidad y equidad 5 , por lo que, en los últimos años se han probado variadas fórmulas que permitan asegurar un acceso a la educación superior más igualitaria 6 .Respecto a los procesos de selección de estudiantes para la educación superior, existe evidencia que señala como condiciones predictoras de per-

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The Value of Assessing and Addressing Communication Skills

Cited by 57 publications

References 15 publications

Pediatric Fellows: Perspectives on Training and Future Scope of Practice

Pediatric Fellows: Perspectives on Training and Future Scope of Practice

Addressing Demoralization in Clinical Staff

Repensando la selección de la carrera de Medicina desde los factores que inciden en la formación

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