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Bowers P, Graydon K. Developing effective communication skills in audiology using anonymous patient feedback. Int J Audiol 2024:1-8. [PMID: 39225566 DOI: 10.1080/14992027.2024.2399180] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/25/2024] [Revised: 08/26/2024] [Accepted: 08/27/2024] [Indexed: 09/04/2024]
Abstract
OBJECTIVE To explore the value of anonymous patient feedback for audiology students, examining alignment between student and patient judgments on communication skills and assessing how students utilise the feedback. DESIGN This study utilised a mixed methods design, employing a Likert survey to collect patient and student ratings on professionalism, compassion, and listening and talking skills in clinical encounters. Semi-structured interviews investigated the student perspective of receiving patient feedback. STUDY SAMPLE 13 Audiology students and 31 patients who were placed at, or received care at an Audiology teaching clinic. RESULTS Patients' ratings across all measures were higher on average when compared to students' self-ratings, only correlating significantly for the measure concerning students' talking skills. Five themes and one subtheme were identified: Emotional impacts, A worthwhile experience, Contrasting priorities, Patients retake centre stage, and Self-reflective learners (subtheme Self-doubt). CONCLUSIONS This study reveals that patient feedback led student Audiologists to report heightened seriousness in their interactions and increased attention on skills vital for patient-centred care. The process boosted students' confidence and reinforced awareness of the patient's perspective. Further research is needed to gauge the extent of these effects and explore the feasibility of implementing a large-scale patient feedback program in audiology training settings.
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Affiliation(s)
- Patrick Bowers
- Department of Audiology and Speech Pathology, The University of Melbourne, Carlton, VIC, Australia
| | - Kelley Graydon
- Department of Audiology and Speech Pathology, The University of Melbourne, Carlton, VIC, Australia
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Kennedy M, Bray L, Saron H, Brady LM. Scoping communication training in undergraduate children's nursing programmes: A mixed method study examining delivery methods and content. Nurse Educ Pract 2024; 79:104056. [PMID: 39003786 DOI: 10.1016/j.nepr.2024.104056] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/06/2024] [Revised: 05/02/2024] [Accepted: 07/01/2024] [Indexed: 07/16/2024]
Abstract
AIM The aim of this study was to scope communication curriculum reported as currently being delivered within undergraduate children's nursing programmes across the Republic of Ireland and the United Kingdom. BACKGROUND Communication between a children's nurse and a child/young person influences a child/young person's healthcare experience. Despite an identified need for a comprehensive and effective communication curriculum within undergraduate nursing, there is a notable gap of understanding of the delivery and content of communication training within children's nursing curricula. DESIGN A mixed method, online anonymous self-report survey design was adopted. METHODS Programme Leads of undergraduate children's nursing programmes in the Republic of Ireland and the United Kingdom were asked to report on how communication training is delivered to students on undergraduate children's nursing programmes. The Checklist for Reporting of Survey Studies (CROSS) was used for the reporting of this study. RESULTS Thirty-two programme leads completed the survey (51 % response rate). Findings show variability in the delivery and content of communication training across Higher Educational Institutions. Core communication modules featured across all nursing programmes, however, only two programme leads reported delivering standalone child-centred communication modules. Communication training was not always delivered by an educator with professional experience of children and young people in healthcare. Curriculum capacity had an impact on the delivery of communication training, with clinical practice being relied on to supplement child specific communication training. Programme leads highlighted the need for greater inclusion of child voice in shaping and delivering undergraduate children's nurse education. CONCLUSIONS This study shows that while communication is covered as a core part of the undergraduate nursing curriculum across the Republic of Ireland and the United Kingdom, it generally lacks a focus on children and young people and is not always supported by educators with professional experience of children and young people in healthcare. More work needs to focus on equipping undergraduate children's nurses with the unique skills needed to communicate effectively with children and young people and incorporate learnings into nursing pedagogy.
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Affiliation(s)
- Martina Kennedy
- School of Nursing, Midwifery and Health Systems, Health Sciences Centre, University College Dublin, Belfield, Dublin 4, Ireland.
| | - Lucy Bray
- School of Nursing, Midwifery and Allied Health, Faculty of Health, Social Care and Medicine, Edge Hill University, St Helens Rd, Ormskirk L39 4QP, UK.
| | - Holly Saron
- School of Nursing, Midwifery and Allied Health, Faculty of Health, Social Care and Medicine, Edge Hill University, St Helens Rd, Ormskirk L39 4QP, UK.
| | - Louca-Mai Brady
- Centre for Research in Public Health and Community Care, School of Health and Social Work, University of Hertfordshire, Hatfield, Hertfordshire AL10 9AB, UK.
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Osti T, Valz Gris A, Corona VF, Villani L, D'Ambrosio F, Lomazzi M, Favaretti C, Cascini F, Gualano MR, Ricciardi W. Public health leadership in the COVID-19 era: how does it fit? A scoping review. BMJ LEADER 2024; 8:174-182. [PMID: 37709494 DOI: 10.1136/leader-2022-000653] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/28/2022] [Accepted: 08/01/2023] [Indexed: 09/16/2023]
Abstract
The COVID-19 pandemic has put a lot of pressure on all the world's health systems and public health leaders who have often found themselves unprepared to handle an emergency of this magnitude. This study aims to bring together published evidence on the qualities required to leaders to deal with a public health issue like the COVID-19 pandemic. This scoping literature review was conducted according to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews checklist. A search of relevant articles was performed in the PubMed, Scopus and Web of Science databases. A total of 2499 records were screened, and 45 articles were included, from which 93 characteristics of effective leadership were extrapolated and grouped into 6 clusters. The qualities most frequently reported in the articles were human traits and emotional intelligence (46.7%) and communication skills such as transparency and reliability (48.9%). Responsiveness and preparedness (40%), management skills (33.3%) and team working (35.6%) are considered by a significant percentage of the articles as necessary for the construction of rapid and effective measures in response to the emergency. A considerable proportion of articles also highlighted the need for leaders capable of making evidence-based decisions and driving innovation (31.1%). Although identifying leaders who possess all the skills described in this study appears complex, determining the key characteristics of effective public health leadership in a crisis, such as the COVID-19 pandemic, is useful not only in selecting future leaders but also in implementing training and education programmes for the public health workforce.
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Affiliation(s)
- Tommaso Osti
- Section of Hygiene, University Department of Life Sciences and Public Health, Università Cattolica del Sacro Cuore-Campus di Roma, Rome, Italy
| | - Angelica Valz Gris
- Section of Hygiene, University Department of Life Sciences and Public Health, Università Cattolica del Sacro Cuore-Campus di Roma, Rome, Italy
| | - Valerio Flavio Corona
- Section of Hygiene, University Department of Life Sciences and Public Health, Università Cattolica del Sacro Cuore-Campus di Roma, Rome, Italy
| | - Leonardo Villani
- Section of Hygiene, University Department of Life Sciences and Public Health, Università Cattolica del Sacro Cuore-Campus di Roma, Rome, Italy
| | - Floriana D'Ambrosio
- Section of Hygiene, University Department of Life Sciences and Public Health, Università Cattolica del Sacro Cuore-Campus di Roma, Rome, Italy
| | - Marta Lomazzi
- World Federation of Public Health Association, Geneva, Switzerland
- Institute of Global Health, University of Geneva, Geneva, Switzerland
| | - Carlo Favaretti
- Leadership Research Center, Università Cattolica del Sacro Cuore-Campus di Roma, Rome, Italy
| | - Fidelia Cascini
- Section of Hygiene, University Department of Life Sciences and Public Health, Università Cattolica del Sacro Cuore-Campus di Roma, Rome, Italy
| | - Maria Rosaria Gualano
- Leadership Research Center, Università Cattolica del Sacro Cuore-Campus di Roma, Rome, Italy
- UniCamillus - Saint Camillus International University of Health and Medical Sciences, Rome, Italy
| | - Walter Ricciardi
- Section of Hygiene, University Department of Life Sciences and Public Health, Università Cattolica del Sacro Cuore-Campus di Roma, Rome, Italy
- Leadership Research Center, Università Cattolica del Sacro Cuore-Campus di Roma, Rome, Italy
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Bonfitto GR, Roletto A, Savardi M, Fasulo SV, Catania D, Signoroni A. Harnessing ChatGPT dialogues to address claustrophobia in MRI - A radiographers' education perspective. Radiography (Lond) 2024; 30:737-744. [PMID: 38428198 DOI: 10.1016/j.radi.2024.02.015] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/29/2023] [Revised: 02/19/2024] [Accepted: 02/20/2024] [Indexed: 03/03/2024]
Abstract
INTRODUCTION The healthcare sector invests significantly in communication skills training, but not always with satisfactory results. Recently, generative Large Language Models, have shown promising results in medical education. This study aims to use ChatGPT to simulate radiographer-patient conversations about the critical moment of claustrophobia management during MRI, exploring how Artificial Intelligence can improve radiographers' communication skills. METHODS This study exploits specifically designed prompts on ChatGPT-3.5 and ChatGPT-4 to generate simulated conversations between virtual claustrophobic patients and six radiographers with varying levels of work experience focusing on their differences in model size and language generation capabilities. Success rates and responses were analysed. The methods of radiographers in convincing virtual patients to undergo MRI despite claustrophobia were also evaluated. RESULTS A total of 60 simulations were conducted, achieving a success rate of 96.7% (58/60). ChatGPT-3.5 exhibited errors in 40% (12/30) of the simulations, while ChatGPT-4 showed no errors. In terms of radiographers' communication during the simulations, out of 164 responses, 70.2% (115/164) were categorized as "Supportive Instructions," followed by "Music Therapy" at 18.3% (30/164). Experts mainly used "Supportive Instructions" (82.2%, 51/62) and "Breathing Techniques" (9.7%, 6/62). Intermediate participants favoured "Music Therapy" (26%, 13/50), while Beginner participants frequently utilized "Mild Sedation" (15.4%, 8/52). CONCLUSION The simulation of clinical scenarios via ChatGPT proves valuable in assessing and testing radiographers' communication skills, especially in managing claustrophobic patients during MRI. This pilot study highlights the potential of ChatGPT in preclinical training, recognizing different training needs at different levels of professional experience. IMPLICATIONS FOR PRACTICE This study is relevant in radiography practice, where AI is increasingly widespread, as it explores a new way to improve the training of radiographers.
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Affiliation(s)
- G R Bonfitto
- Department of Information Engineering, University of Brescia, Via Branze 38, 25123 Brescia, Italy; IRCCS Ospedale San Raffaele, Via Olgettina 60, 20132 Milano, Italy.
| | - A Roletto
- Department of Mechanical and Industrial Engineering, Università degli Studi di Brescia, Via Branze 38, 25123 Brescia, Italy; IRCCS Ospedale San Raffaele, Via Olgettina 60, 20132 Milano, Italy.
| | - M Savardi
- Department of Medical and Surgical Specialties, Radiological Sciences, and Public Health, University of Brescia, Viale Europa 11, 25121, Brescia, Italy.
| | - S V Fasulo
- IRCCS Ospedale San Raffaele, Via Olgettina 60, 20132 Milano, Italy.
| | - D Catania
- IRCCS Ospedale San Raffaele, Via Olgettina 60, 20132 Milano, Italy.
| | - A Signoroni
- Department of Medical and Surgical Specialties, Radiological Sciences, and Public Health, University of Brescia, Viale Europa 11, 25121, Brescia, Italy.
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Holderried F, Stegemann-Philipps C, Herschbach L, Moldt JA, Nevins A, Griewatz J, Holderried M, Herrmann-Werner A, Festl-Wietek T, Mahling M. A Generative Pretrained Transformer (GPT)-Powered Chatbot as a Simulated Patient to Practice History Taking: Prospective, Mixed Methods Study. JMIR MEDICAL EDUCATION 2024; 10:e53961. [PMID: 38227363 PMCID: PMC10828948 DOI: 10.2196/53961] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/25/2023] [Revised: 12/09/2023] [Accepted: 12/14/2023] [Indexed: 01/17/2024]
Abstract
BACKGROUND Communication is a core competency of medical professionals and of utmost importance for patient safety. Although medical curricula emphasize communication training, traditional formats, such as real or simulated patient interactions, can present psychological stress and are limited in repetition. The recent emergence of large language models (LLMs), such as generative pretrained transformer (GPT), offers an opportunity to overcome these restrictions. OBJECTIVE The aim of this study was to explore the feasibility of a GPT-driven chatbot to practice history taking, one of the core competencies of communication. METHODS We developed an interactive chatbot interface using GPT-3.5 and a specific prompt including a chatbot-optimized illness script and a behavioral component. Following a mixed methods approach, we invited medical students to voluntarily practice history taking. To determine whether GPT provides suitable answers as a simulated patient, the conversations were recorded and analyzed using quantitative and qualitative approaches. We analyzed the extent to which the questions and answers aligned with the provided script, as well as the medical plausibility of the answers. Finally, the students filled out the Chatbot Usability Questionnaire (CUQ). RESULTS A total of 28 students practiced with our chatbot (mean age 23.4, SD 2.9 years). We recorded a total of 826 question-answer pairs (QAPs), with a median of 27.5 QAPs per conversation and 94.7% (n=782) pertaining to history taking. When questions were explicitly covered by the script (n=502, 60.3%), the GPT-provided answers were mostly based on explicit script information (n=471, 94.4%). For questions not covered by the script (n=195, 23.4%), the GPT answers used 56.4% (n=110) fictitious information. Regarding plausibility, 842 (97.9%) of 860 QAPs were rated as plausible. Of the 14 (2.1%) implausible answers, GPT provided answers rated as socially desirable, leaving role identity, ignoring script information, illogical reasoning, and calculation error. Despite these results, the CUQ revealed an overall positive user experience (77/100 points). CONCLUSIONS Our data showed that LLMs, such as GPT, can provide a simulated patient experience and yield a good user experience and a majority of plausible answers. Our analysis revealed that GPT-provided answers use either explicit script information or are based on available information, which can be understood as abductive reasoning. Although rare, the GPT-based chatbot provides implausible information in some instances, with the major tendency being socially desirable instead of medically plausible information.
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Affiliation(s)
- Friederike Holderried
- Tübingen Institute for Medical Education, Eberhard Karls University, Tübingen, Germany
| | | | - Lea Herschbach
- Tübingen Institute for Medical Education, Eberhard Karls University, Tübingen, Germany
| | - Julia-Astrid Moldt
- Tübingen Institute for Medical Education, Eberhard Karls University, Tübingen, Germany
| | - Andrew Nevins
- Division of Infectious Diseases, Stanford University School of Medicine, Stanford, CA, United States
| | - Jan Griewatz
- Tübingen Institute for Medical Education, Eberhard Karls University, Tübingen, Germany
| | - Martin Holderried
- Department of Medical Development, Process and Quality Management, University Hospital Tübingen, Tübingen, Germany
| | - Anne Herrmann-Werner
- Tübingen Institute for Medical Education, Eberhard Karls University, Tübingen, Germany
| | - Teresa Festl-Wietek
- Tübingen Institute for Medical Education, Eberhard Karls University, Tübingen, Germany
| | - Moritz Mahling
- Tübingen Institute for Medical Education, Eberhard Karls University, Tübingen, Germany
- Department of Diabetology, Endocrinology, Nephrology, Section of Nephrology and Hypertension, University Hospital Tübingen, Tübingen, Germany
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Chan CA, Chou E, LaDisa AG, Mehta A, Zelenski A, Longtin K. Using nominal group technique to determine skills that applied improvisation can teach health profession education learners. PEC INNOVATION 2023; 3:100194. [PMID: 37576803 PMCID: PMC10415759 DOI: 10.1016/j.pecinn.2023.100194] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 12/23/2022] [Revised: 07/20/2023] [Accepted: 07/24/2023] [Indexed: 08/15/2023]
Abstract
Objective Applied improvisation (AI) is an approach used in health professions (HP) education to teach skills essential for clinical practice such as communication, teamwork, and empathy. Little is known about which skills can be developed using AI, or those which an AI should prioritize. Our research aims to identify skills essential to include in an AI curriculum for HP learners. Methods A modified nominal group technique (NGT) was conducted to identify and prioritize specific skills which can be taught using AI. This involved silent generation of ideas, round robin, discussions, 2-rounds of preliminary voting, and a final ranking survey to determine a prioritized list of skills to include in an AI curriculum for HP learners. Results Six content experts participated in the NGT meeting. Initially, 83 skills were identified, and through NGT, a final list of 11 skills essential to an AI curriculum were determined including: adaptability, affirmation of others, acceptance, active listening, being present, cooperation, collaboration with other, advancement, compassionate communication, sharpened non-verbal communication, resilience. Conclusion Essential skills for an AI curriculum relate to adaptability, attunement, collaboration, affirmation, and advancement. Innovation This study is a novel application of NGT as a strategy to organize an approach to curriculum innovations.
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Affiliation(s)
- Carolyn A. Chan
- Section of General Internal Medicine, Department of Internal Medicine, Yale School of Medicine, New Haven, USA
| | - Erica Chou
- Section of Pediatric Hospital Medicine, Department of Pediatrics, Medical College of Wisconsin, Milwaukee, USA
| | - Anne Graff LaDisa
- Department of Pharmacy Practice, Concordia University Wisconsin School of Pharmacy, Mequon, USA
| | - Ankit Mehta
- Department of Internal Medicine, University of Minnesota, Minneapolis, USA
| | - Amy Zelenski
- Division of General Internal Medicine, Department of Medicine, University of Wisconsin School of Medicine and Public Health, Madison, USA
| | - Krista Longtin
- Department of Communication Studies, IUPUI, USA
- Indiana University School of Medicine, Indianapolis, USA
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Susilo AP, Benson J, Indah R, Claramita M. Editorial: Patient-centered communication skills for health professions education and healthcare. Front Public Health 2023; 11:1311905. [PMID: 38026283 PMCID: PMC10664919 DOI: 10.3389/fpubh.2023.1311905] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/10/2023] [Accepted: 10/26/2023] [Indexed: 12/01/2023] Open
Affiliation(s)
- Astrid Pratidina Susilo
- Department of Medical Education and Bioethics, Faculty of Medicine, Universitas Surabaya, Surabaya, Indonesia
| | - Jill Benson
- Discipline of General Practice, University of Adelaide, Adelaide, SA, Australia
| | - Rosaria Indah
- Department of Medical Education, Faculty of Medicine, Universitas Syiah Kuala, Banda Aceh, Indonesia
| | - Mora Claramita
- Department of Medical Education and Bioethics, Faculty of Medicine, Pubic Health, and Nursing, Universitas Gadjah Mada, Yogyakarta, Indonesia
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Ruba E, Reeves C, Khan A, Pelaez EC, Heaberlin S. Communication skills in practice vs. communication in the real world: Insights from an international medical student symposium. PATIENT EDUCATION AND COUNSELING 2023; 115:107848. [PMID: 37406472 DOI: 10.1016/j.pec.2023.107848] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/01/2023] [Revised: 05/24/2023] [Accepted: 06/06/2023] [Indexed: 07/07/2023]
Abstract
OBJECTIVE To explore and compare medical students' experiences with communication skills training (CST) in medical education. METHOD Five medical students from the U.S., U.K., and Ireland shared their experiences with CST at a 90-minute symposium held at the 2022 International Conference on Communication in Healthcare (ICCH). RESULTS Students identified two areas of CST that may affect their preparedness for real-world clinical practice: 1) the impact of the COVID-19 pandemic on communication teaching and learning, and 2) the need to effectively communicate with diverse patient populations. CONCLUSION The COVID-19 pandemic brought major changes to CST, and though training programs varied in their approach, students found that they were able to successfully adapt while gaining valuable skills needed to navigate communicating with patients on virtual platforms. When learning to communicate with patients from diverse backgrounds, students perceived generalized strategies that equipped them with the skills needed to adapt to uncertainty to be the most valuable. PRACTICE IMPLICATIONS Collaboration between medical schools, both nationally and internationally, provides opportunity to share areas of strength and avenues for improvement in CST. Representation of learner perspectives is essential in order to better understand how well current educational methodologies prepare learners to enter real world clinical practice.
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Affiliation(s)
- Emily Ruba
- University of Iowa Carver College of Medicine, United States.
| | | | - Ahmad Khan
- Leicester Medical School, United Kingdom
| | | | - Sally Heaberlin
- University of Iowa Carver College of Medicine, United States
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Borowczyk M, Stalmach-Przygoda A, Doroszewska A, Libura M, Chojnacka-Kuraś M, Małecki Ł, Kowalski Z, Jankowska AK. Developing an effective and comprehensive communication curriculum for undergraduate medical education in Poland - the review and recommendations. BMC MEDICAL EDUCATION 2023; 23:645. [PMID: 37679670 PMCID: PMC10486093 DOI: 10.1186/s12909-023-04533-5] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/25/2022] [Accepted: 07/24/2023] [Indexed: 09/09/2023]
Abstract
BACKGROUND The recognition of the importance of effective communication in the healthcare system has been growing. Given that communication courses must be adjusted to the specificity of a particular culture, language, and other contextual issues, many countries and communities sharing a common language have proposed their recommendations for a communication curriculum for undergraduate medical education. To date, no recommendations have been developed for either any Central and Eastern Europe countries or for regions where Slavic languages are spoken. Their specificity of post-communist transformation should be acknowledged. This study aims to review communication curriculums and offer recommendations for medical communication training for undergraduate medical students in Poland. METHODS The recommendations were developed through an iterative consultation process with lecturers, faculty members of medical schools, and education coordinators. PubMed and Google Scholar databases were searched to identify full text English and Polish language articles on communication curriculum for undergraduate medical education. Additionally, the new Regulation of the Polish Minister of Science and Higher Education, defining educational standards for undergraduate medical education was analysed in search of learning outcomes that could be applied in communication skills teaching. The authors extracted the most relevant communication skill competencies, as determined by the process participants, discussed current challenges, including those of the COVID-19 pandemic era, and indicated best practices. RESULTS A review was conducted, and a set of recommendations was developed pertaining to the scope and methodology of teaching communication skills. The study included: (1) definition, (2) education content, (3) learning outcomes, (4) the recommended teaching methods. The recommendations are in concord with the graduate profile, as well as the current structure of medical studies. The authors listed and discussed the basic communication competencies expected of medical graduates, as well as medical communication course content viewed from different perspectives, including clinical, psychological, sociological, legal, and linguistic. CONCLUSIONS Detailed recommendations aimed at integrating best practices into a comprehensive communication curriculum may promote successful teaching, learning, and assessment of medical communication.
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Affiliation(s)
- Martyna Borowczyk
- Department of Medical Simulation, Poznan University of Medical Sciences, Poznań, Poland
| | - Agata Stalmach-Przygoda
- Department of Medical Education, Center for Innovative Medical Education, Jagiellonian University Medical College Kraków, Kraków, Poland
| | - Antonina Doroszewska
- Department of Medical Communication, Medical University of Warsaw, Litewska 16 Street, Warszawa, 00-575, Poland.
| | - Maria Libura
- Department of Medical Education and Simulation of Collegium Medicum, University of Warmia and Mazury, Olsztyn, Poland
| | | | - Łukasz Małecki
- Department of Medical Education, Center for Innovative Medical Education, Jagiellonian University Medical College Kraków, Kraków, Poland
| | | | - Aldona K Jankowska
- Laboratory for Social Medicine, Ludwik Rydygier Collegium Medicum in Bydgoszcz, Nicolaus Copernicus University in Torun, Bydgoszcz, Poland
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Gilligan C, Bigi S, Rehman S. What constitutes an 'evidence-base' in the healthcare communication field? PATIENT EDUCATION AND COUNSELING 2023; 110:107685. [PMID: 36857856 DOI: 10.1016/j.pec.2023.107685] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/18/2023]
Affiliation(s)
- Conor Gilligan
- Policy, Practice subgroup of the International Association for Communication in Healthcare (pEACH), UK; College of Health, Medicine and Wellbeing, School of Medicine and Public Health, University of Newcastle, Callaghan, Australia.
| | - Sarah Bigi
- Policy, Practice subgroup of the International Association for Communication in Healthcare (pEACH), UK; Department of Linguistic Sciences and Foreign Literature, Catholic University of the Sacred Heart, Milan, Italy
| | - Shakaib Rehman
- Policy, Practice subgroup of the International Association for Communication in Healthcare (pEACH), UK; Department of Biomedical Informatics, College of Medicine, University of Arizona, Phoenix, USA
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11
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Adam P, Mauksch LB, Brandenburg DL, Danner C, Ross VR. Optimal training in communication model (OPTiCOM): A programmatic roadmap. PATIENT EDUCATION AND COUNSELING 2023; 107:107573. [PMID: 36410312 DOI: 10.1016/j.pec.2022.107573] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/26/2022] [Revised: 11/13/2022] [Accepted: 11/16/2022] [Indexed: 06/16/2023]
Abstract
OBJECTIVES Teaching primary care residents patient communication skills is essential, complex, and impeded by barriers. We find no models guiding faculty how to train residents in the workplace that integrate necessary system components, the science of physician-patient communication training and competency-based medical education. The aim of this project is to create such a model. METHODS We created OPTiCOM using four steps: (1) communication educator interviews, analysis and theme development; (2) initial model construction; (3) model refinement using expert feedback; (4) structured literature review to validate, refine and finalize the model. RESULTS Our model contains ten interdependent building blocks organized into four developmental tiers. The Foundational value tier has one building block Naming relationship as a core value. The Expertize and resources tier includes four building blocks addressing: Curricular expertize, Curricular content, Leadership, and Time. The four building blocks in the Application and development tier are Observation form, Faculty development, Technology, and Formative assessment. The Language and culture tier identifies the final building block, Culture promoting continuous improvement in teaching communication. CONCLUSIONS OPTiCOM organizes ten interdependent systems building blocks to maximize and sustain resident learning of communication skills. Practice Implications Residency faculty can use OPTiCOM for self-assessment, program creation and revision.
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Affiliation(s)
- Patricia Adam
- Department of Family Medicine and Community Health, University of Minnesota, Smiley's Clinic, 2020 East 28th Street, Minneapolis, MN 55407, USA.
| | - Larry B Mauksch
- Emeritus - Department of Family Medicine, University of Washington, Home, 6026 30th Ave NE, Seattle, WA 98115, USA.
| | - Dana L Brandenburg
- Department of Family Medicine and Community Health, University of Minnesota, Smiley's Clinic, 2020 East 28th Street, Minneapolis, MN 55407, USA.
| | - Christine Danner
- Department of Family Medicine and Community Health, University of Minnesota, Bethesda Clinic, 580 Rice St, St Paul, MN 55103, USA.
| | - Valerie R Ross
- University of Washington Department of Family Medicine, Family Medicine Residency Program, Box 356390, 331 N.E. Thornton Place, Seattle, WA 98125, USA.
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Brätz J, Bußenius L, Brätz I, Grahn H, Prediger S, Harendza S. Assessment of final-year medical students' entrustable professional activities after education on an interprofessional training ward: A case-control study. PERSPECTIVES ON MEDICAL EDUCATION 2022; 11:266-272. [PMID: 35864296 PMCID: PMC9302559 DOI: 10.1007/s40037-022-00720-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/01/2022] [Revised: 06/12/2022] [Accepted: 06/27/2022] [Indexed: 06/15/2023]
Abstract
INTRODUCTION Interprofessional training wards (ITWs) are implemented to provide medical students with a holistic and authentic health care experience to improve their clinical competencies. Controlled outcome studies assessing students' competencies after ITW-training are uncommon. In this case-control study, we assessed final-year medical students who received ITW-training regarding entrustable professional activities (EPAs) and communicative as well as social competencies. METHODS In March 2021, 32 final-year students, 16 with (ITW group) and 16 without (control group) a previous four-week placement on an ITW participated in a training simulating the first day of residency. The simulated patients assessed students' communication and interpersonal skills for history taking with the ComCare index after every consultation. Twelve prospective EPAs were assessed by three senior physicians after watching videos of the students' case presentations. RESULTS While baseline characteristics and ComCare index ratings were not significantly different between the two groups, the overall mean entrustment level for the 12 EPAs was significantly higher (p < 0.001) in the ITW group compared to the control group (median = 3.15 versus 2.22). The interrater reliability for all EPAs was high and entrustment in students from the ITW group was significantly higher in 10 out of 12 EPAs. DISCUSSION ITW training seems to prepare medical students well to practice competencies which are relevant for prospective entrustment decisions and can be deduced by senior physicians from case presentations. Further studies with larger student cohorts are needed to corroborate this finding and observable EPAs could also be defined to assess students' competencies after ITW training.
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Affiliation(s)
- Julian Brätz
- Heart Center, Cardiology Division, Albertinen Hospital, Hamburg, Germany.
| | - Lisa Bußenius
- III. Department of Internal Medicine, University Medical Center Hamburg-Eppendorf, Hamburg, Germany
| | - Irina Brätz
- Heart Center, Cardiology Division, Albertinen Hospital, Hamburg, Germany
| | - Hanno Grahn
- Department for Cardiology, University Heart and Vascular Center Hamburg, Hamburg, Germany
| | - Sarah Prediger
- III. Department of Internal Medicine, University Medical Center Hamburg-Eppendorf, Hamburg, Germany
| | - Sigrid Harendza
- III. Department of Internal Medicine, University Medical Center Hamburg-Eppendorf, Hamburg, Germany
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Evans K, Moya H, Lambert M, Spiby H. Developing a training programme for midwives and maternity support workers facilitating a novel intervention to support women with anxiety in pregnancy. BMC Pregnancy Childbirth 2022; 22:662. [PMID: 36008799 PMCID: PMC9403963 DOI: 10.1186/s12884-022-04996-2] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/19/2022] [Accepted: 08/19/2022] [Indexed: 11/10/2022] Open
Abstract
BACKGROUND The RAPID-2 intervention has been developed to support women with symptoms of mild-to-moderate anxiety in pregnancy. The intervention consists of supportive discussions with midwives, facilitated discussion groups and access to self-management materials. This paper reports the development of a training programme to prepare midwives and maternity support workers to facilitate the intervention. METHODS Kern's six-step approach for curriculum development was used to identify midwives and maternity support workers training needs to help support pregnant women with anxiety and facilitate a supportive intervention. The stages of development included feedback from a preliminary study, stakeholder engagement, a review of the literature surrounding midwives' learning and support needs and identifying and supporting the essential process and functions of the RAPID intervention. RESULTS Midwives' reported training needs were mapped against perinatal mental health competency frameworks to identify areas of skills and training needed to facilitate specific intervention mechanisms and components. A training plan was developed which considered the need to provide training with minimal additional resources and within midwives' scope of practice. The training plan consists of two workshop teaching sessions and a training manual. CONCLUSION Future implementation is planned to include a post-training evaluation of the skills and competencies required to fully evaluate the comprehensive programme and deliver the RAPID-2 intervention as planned. In addition, the RAPID-2 study protocol includes a qualitative evaluation of facilitators' views of the usefulness of the training programme.
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Affiliation(s)
- Kerry Evans
- University of Nottingham, School of Health Sciences, Queen’s Medical Centre, Nottingham, NG7 2HA UK
| | - Helen Moya
- Moya CBT, Loughborough, Leicestershire UK
| | | | - Helen Spiby
- University of Nottingham, School of Health Sciences, Queen’s Medical Centre, Nottingham, NG7 2HA UK
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