Family-centered communication: A pilot educational intervention using deliberate practice and patient feedback |
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| Authors: | Melanie Marsh Stephanie M. Lauden John D. Mahan Lydia Schneider Laura Saldivar Nina Hill Christopher Diaz Mahmoud Abdel-Rasoul Suzanne Reed |
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| Affiliation: | 1. Department of Pediatrics, Nationwide Children’s Hospital, Columbus, OH USA;2. The Ohio State University, College of Medicine Columbus, OH USA;1. Health Service of Murcia, Cartagena Mental Health Centre, Cartagena, Spain;2. Health Sciences Department, University of Murcia, Espinardo, Spain;1. Department of Humanities and Social Sciences, University of California, San Francisco, 1450 3rd St., San Francisco, CA 94158, USA;2. Division of Medical Genetics, Department of Medicine, University of Washington Medical Center, 1705 NE Pacific St. Box 357720, Seattle, WA 98195, USA;3. Department of Translational and Applied Genomics, Kaiser Permanente Center for Health Research, 3800 N. Interstate Ave., Portland, OR 97227, USA;4. Department of General Internal Medicine, University of California, San Francisco, 1450 3rd St. Box 0128, San Francisco, CA 94158, USA;5. RTI International, 701 13th St. NW, Washington, D.C., 20005, USA;6. Denver Health and Hospital Authority, MC 3150, 777 Bannock, Denver, CO 80204, USA;7. Kaiser Permanente Center for Health Research, 3800 N. Interstate Ave., Portland, OR 97227, USA;8. Treuman Katz Center for Pediatric Bioethics, Seattle Children’s Hospital and Research Institute, M/S JMB-6, 1900 Ninth Ave., Seattle, WA 98101, USA;1. Department of Health and Kinesiology, Texas A&M University, College Station, USA;2. Department of Health Sciences, Towson University, Towson, USA;3. Department of Health Promotion & Community Health Sciences, Texas A&M University, College Station, USA;4. Department of Educational Psychology, Texas A&M University, College Station, USA;1. Geisinger Obesity Institute, 100 N Academy Ave, MC 26-08, Danville, PA 17822 USA;2. Department of Population Health Sciences, Geisinger, 100 N Academy Ave, MC 44-00, Danville, PA 17822 USA;3. Department of Internal Medicine, Geisinger, 100 N Academy Ave, MC 14-01, Danville, PA 17822 USA;1. Johns Hopkins Center for Injury Research and Policy, Department of Health Policy & Management, Johns Hopkins School of Public Health, Baltimore, MD, 21205, United States;2. Department of Medical Informatics and Clinical Epidemiology, Oregon Health and Science University, Portland, OR, 97239, United States;3. WVU Injury Control and Research Center, West Virginia University, Morgantown, WV, 26506, United States;4. Johns Hopkins Department of Emergency Medicine, Johns Hopkins School of Medicine, Baltimore, MD, 21287, United States;1. University of California, Berkeley, Institute of Human Development and Graduate School of Education, 2121 Berkeley Way, Berkeley, CA, 94720, United States;2. University of Rome, La Sapienza, Department of Social and Developmental Psychology, Via dei Marsi 78, 00185, Rome, Italy |
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| Abstract: | ObjectiveThere are few opportunities in medical education dedicated to learning skills for effective communication in life altering patient scenarios. We therefore aimed to develop and assess a longitudinal advanced communication curriculum for pediatric residents using patient feedback and deliberate practice.MethodsPediatric residents at a large academic center were randomized into 2 groups. The intervention group received 6 educational sessions from 2019 to 2020, parent feedback of performance via the Communication Assessment Tool (CAT), and monthly communication tips. Communication skills of both groups were assessed at the end of the intervention.ResultsWe collected 937 CAT assessments on 36 first-year residents. The intervention group demonstrated statistically significant improvement in communication skills from pre to post assessment (p = 0.0063, (odds ratio (OR) 1.76, 95 % confidence interval (CI) [1.17, 2.63]) compared to the control group (p = 0.080, OR 1.41, 95 % CI [0.96, 2.05]).ConclusionsThere are patient and self-identified performance gaps in communication skills for pediatric residents, underscoring the need for formalized curricula dedicated to these skills.Practice implicationsOur study highlights the value of deliberate practice and the integration of family feedback as an educational tool in communication skills development. |
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| Keywords: | Simulation Communication Family-centered Pediatrics Residents |
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