Development and Pilot Testing of an OSCE for Difficult Conversations in Surgical Intensive Care

Chipman, Jeffrey G.; Beilman, Greg J.; Schmitz, Constance C.; Seatter, Susan C.

doi:10.1016/j.jsurg.2006.11.001

Cited by 57 publications

(36 citation statements)

References 18 publications

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“…To address this issue, Weisman et al 49 recommend correlating indicators of perceived levels of competence with observed performance in OSCEs. Although not without limitations, the method has been used extensively in the assessment of palliative care competency 50. Mason and Ellershaw20 (page 691) recommend that: ‘the addition of observed structured clinical examinations (OSCEs) would strengthen this study and further validate the effects of the educational programme’.…”

Section: Discussionmentioning

confidence: 99%

Instruments used to measure the effectiveness of palliative care education initiatives at the undergraduate level: a critical literature review

Frey

Gott

Neil

2012

BMJ Support Palliat Care

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Section: Discussionmentioning

confidence: 99%

Instruments used to measure the effectiveness of palliative care education initiatives at the undergraduate level: a critical literature review

Frey

Gott

Neil

2012

BMJ Support Palliat Care

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“…4,5 The goal of this project was to teach surgical residents to incorporate patientcentered communication skills into their practice, providing emotional support, transition, and continuity of care, as well as information and education, involving family and friends and respecting patient values and preferences. This article describes the design and evaluation of a pilot project aiming to teach surgical residents patientcentered communication skills.…”

Section: Discussionmentioning

confidence: 99%

Pretraining and Posttraining Assessment of Residents' Performance in the Fourth Accreditation Council for Graduate Medical Education Competency

et al. 2011

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Hypothesis: Structured communication curricula will improve surgical residents' ability to communicate effectively with patients. Design and Setting:A prospective study approved by the institutional review board involved 44 University of Connecticut general surgery residents. Residents initially completed a written baseline survey to assess general communication skills awareness. In step 1 of the study, residents were randomized to 1 of 2 simulations using standardized patient instructors to mimic patients receiving a diagnosis of either breast or rectal cancer. The standardized patient instructors scored residents' communication skills using a case-specific content checklist and Master Interview Rating Scale. In step 2 of the study, residents attended a 3-part interactive program that comprised (1) principles of patient communication; (2) experiences of a surgeon (role as physician, patient, and patient's spouse); and (3) role-playing (3-resident groups played patient, physician, and observer roles and rated their own performance). In step 3, residents were retested as in step 1, using a crossover case design. Scores were analyzed using Wilcoxon signed rank test with a Bonferroni correction.Results: Case-specific performance improved significantly, from a pretest content checklist median score of 8.5 (65%) to a posttest median of 11.0 (84%) (P=.005 by Wilcoxon signed rank test for paired ordinal data)(n=44). Median Master Interview Rating Scale scores changed from 58.0 before testing (P=.10) to 61.5 after testing (P=.94). Difference between overall rectal cancer scores and breast cancer scores also were not significant. Conclusions: Patient communication skills need to be taught as part of residency training. With limited training, case-specific skills (herein, involving patients with cancer) are likely to improve more than general communication skills.

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“…13 These studies showed that introducing an ethics curriculum led to an improvement of knowledge and "confidence in handling ethical dilemmas," which may lead to improvements in patient care. [13][14][15][16] Historically the foundation of teaching clinical ethics education as outlined by Pellegrino et al 17 recommended the following 5 C's: (1) clinically based teaching; (2) cases as the teaching focus;…”

Section: Caog Papersmentioning

confidence: 99%

Evaluation of ethics education in obstetrics and gynecology residency programs

Byrne

Straub

DiGiovanni

et al. 2015

American Journal of Obstetrics and Gynecology

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Development and Pilot Testing of an OSCE for Difficult Conversations in Surgical Intensive Care

Cited by 57 publications

References 18 publications

Instruments used to measure the effectiveness of palliative care education initiatives at the undergraduate level: a critical literature review

Instruments used to measure the effectiveness of palliative care education initiatives at the undergraduate level: a critical literature review

Pretraining and Posttraining Assessment of Residents' Performance in the Fourth Accreditation Council for Graduate Medical Education Competency

Evaluation of ethics education in obstetrics and gynecology residency programs

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