Can We Talk? Case Studies in Communication Challenges and Conflict Management for Clinicians

Goldberg, Charles; Tanabe, Tomoko; Plato, Meropi

doi:10.15766/mep_2374-8265.7957

Cited by 3 publications

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“…[14,15] While many health professions' curricula focus on interprofessional communication, there are few that address con ict resolution speci cally. [16][17][18][19][20] We created a con ict resolution simulation for graduating medical students as part of their transition to residency course. [21] The objectives of this study were to 1) evaluate con ict resolution styles amongst graduating medical students, 2) assess if con ict resolution skills as judged by trained faculty coaches were impacted by knowing one's con ict resolution style or by other personal characteristics (e.g.…”

Section: Introductionmentioning

confidence: 99%

Conflict Resolution Styles and Skills and Variation among Medical Students

Gunasingha

Lee

Zhao

et al. 2022

Preprint

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Background: Conflict is inevitable on healthcare teams, yet few professional school curricula teach or assess conflict resolution skills. Little is known about the variation in conflict resolution styles across medical students and how these styles might impact conflict resolution skills.Methods: Graduating medical students completed a mandatory conflict resolution session with standardized patients acting as nurses during a transition to residency course. Coaches reviewed videotapes of simulated student-nurse encounters, focusing on students’ conflict resolution style (assessed with the Thomas-Kilman Instrument (TKI)) and student skills with negotiation and emotional intelligence. We also assessed the impact of knowing one’s conflict resolution style, student gender, race and intended field of practice on conflict resolution skills.Results: One hundred and eight students completed the simulated conflict session. Sixty-seven students completed the TKI before the simulated patient (SP) encounter and 41 after. The most common conflict resolution style was accommodating (n=40). Knowing one’s conflict resolution style in advance of the simulation and one’s identified race/ethnicity did not impact skill as assessed by faculty coaches. Students pursuing diagnosis-based specialties had higher negotiation (p=0.04) and emotional quotient (p=0.006) scores than those pursuing procedural specialties. Females had higher emotional quotient scores (p=0.02). Conclusions: Conflict resolution styles vary among medical students. Male gender and future practice in a procedural specialty impacted conflict resolution skills, but knowing conflict resolution style did not.

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Section: Introductionmentioning

confidence: 99%

Conflict Resolution Styles and Skills and Variation among Medical Students

Gunasingha

Lee

Zhao

et al. 2022

Preprint

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“…While multiple undergraduate medical curricula have been developed for interprofessional communication, few address conflict management. [13][14][15][16][17][18] Those that do are discussion-based workshops or rely on discussion by an interprofessional team, which, while important, can be logistically difficult to schedule. Furthermore, these curricula do not allow individuals to practice skills in the heat of the moment in a conflict between two people.…”

Section: Introductionmentioning

confidence: 99%

Vital Conversations: An Interactive Conflict Resolution Training Session for Fourth-Year Medical Students

et al. 2021

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Introduction:The AAMC has recognized the importance of effective teamwork and collaboration. One core Entrustable Professional Activity emphasizes creating a climate of mutual respect and trust and prioritizing team needs over personal needs, which leads to safe, timely, effective, efficient, and equitable patient care. Relationship conflicts, specifically, are associated with decreased productivity, complex information processing, and work satisfaction. Given the prevalence of conflict and its impact on health care workers, the lack of conflict resolution curricula in undergraduate medical education is surprising. We developed a curriculum formally introducing these skills and allowing practice in a simulated environment before students entered residency. Methods: Fourth-year medical students completed a conflict resolution exercise in a mandatory transition-to-residency course. Students completed online prework including reflection on teamwork and information on conflict resolution styles, participated in a simulated conflict with a standardized patient acting as a nurse, and afterward completed a self-evaluation with video review by the students' assigned coach and feedback on the session. Results: We collected complete responses from 108 students. We evaluated the curriculum for feasibility and acceptability by faculty and students. Most students agreed with faculty on their entrustment and milestone levels. Students found that the session prompted self-reflection and was a good review of conflict resolution. The standardized patient and faculty feedback was found to be the most useful by the students. Discussion: We successfully implemented a simulated but realistic conflict resolution exercise. Students found the exercise helpful in their preparation for residency.

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“…Like many other programs on cultural sensitivity, we chose to include the course in the first year of medical school. 10,11 However, we deviated from the small-group, case-based discussions used by some 12 and opted for an open, reflection-based, small-group format, which is generally reserved for clinical years. 13–15 To ensure an environment in which open self-reflection was encouraged, a safe-space model was used.…”

Section: Introductionmentioning

confidence: 99%

Community Perspectives in Medicine: Elective for First-Year Medical Students

Kutscher

Boutin‐Foster

2016

MedEdPORTAL

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Introduction Recently, stories depicting social injustices and inequities have gripped the US, leading to protests and other demonstrations of student activism. In response to current events, students at Weill Cornell Medical College identified the need for more diversity inclusion components in the newly developed medical school curriculum. Thus, we developed a student-initiated, student-run elective, Community Perspectives in Medicine, which provides a forum for first-year medical students to interact, and have open discussions, with members of communities most impacted by social and health inequities. Methods During five weekly 2-hour sessions, representatives of different community-based organizations (CBOs) speak with 15 first-year medical students. Invited CBOs represent diverse populations, including LGBT, chronic illness, disabilities, religion, and immigrant health. For each session's first hour, a second-year student facilitates a semistructured interview of the CBO guests focusing on health disparities within their community, challenges experienced with the medical system, and what they wish doctors did differently. Students are encouraged to ask questions, often resulting in a rich dialogue. The session's second part is a debriefing by the student facilitator over a relaxed dinner (without CBO guests). Results Fourteen of the16 enrolled students attended all five sessions and completed the course evaluation. Satisfaction with the course was high, as 93% of students enrolled rated the course as excellent. The course format, content, and diversity of speakers were rated as excellent by 79%, 86%, and 93%, respectively. Similarly, 71% of students believed there to be excellent applicability to medical practice, and 100% of students thought the timing during first year was excellent. Discussion We emphasize the importance of a partnership between CBOs and medical students, thus increasing students’ cultural awareness as well as formally involving traditionally disenfranchised communities in medical education. Our project's unique format of safe-space discussion forums and session debriefings enhances critical thinking. Though used with multiple CBOs as an elective, our model can be easily adapted for one session on a specific health disparity.

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Can We Talk? Case Studies in Communication Challenges and Conflict Management for Clinicians

Cited by 3 publications

References 0 publications

Conflict Resolution Styles and Skills and Variation among Medical Students

Conflict Resolution Styles and Skills and Variation among Medical Students

Vital Conversations: An Interactive Conflict Resolution Training Session for Fourth-Year Medical Students

Community Perspectives in Medicine: Elective for First-Year Medical Students

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