Effect of Communication Skills Training for Residents and Nurse Practitioners on Quality of Communication With Patients With Serious Illness

Curtis, J. Randall; Back, Anthony L.; Ford, Dee W.; Downey, Lois; Shannon, Sarah E.; Doorenbos, Ardith Z.; Kross, Erin K.; Reinke, Lynn F.; Feemster, Laura C.; Edlund, Barbara J.; Arnold, R. W.; O’Connor, Kim M.; Engelberg, Ruth A.

doi:10.1001/jama.2013.282081

Cited by 364 publications

(257 citation statements)

References 43 publications

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“…[15][16][17][18] The differences between the measures used in this study versus previous research may help explain the differences. Further, the students in this study participated in five cases over five weeks.…”

Section: Discussionmentioning

confidence: 83%

“…[15][16][17][18] Recent comparative research has shown that RP/CS may be just as effective at teaching communication as SP and at a lower cost to the institution. Further, simulation with SPs requires significant time on the part of faculty members who wish to incorporate SPs into teaching and assessment.…”

Section: Introductionmentioning

confidence: 99%

“…Most of the comparative research on SP and other activelearning methods on provider-patient communication has focused on medical students or medical residents. [15][16][17][18] To our knowledge, only one of these studies critically evaluated the cost-effectiveness of incorporating SPs compared to peer role-play (RP). 17 Bosse and colleagues found that students in the RP group had better outcomes (ie, higher score) and lower costs than students in the SP group.…”

Section: Introductionmentioning

confidence: 99%

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Cost-Effectiveness of Using Standardized Patients to Assess Student-Pharmacist Communication Skills

Gillette

Stanton

Rockich‐Winston

et al. 2017

American Journal of Pharmaceutical Education

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Objective. To explore the cost-effectiveness of including standardized patients (SP) in the didactic curriculum for application and assessment of students' pharmacist-patient communication skills. Methods. Five role play/case study (RP/CS) activities from a communication skills curriculum were replaced with five SP encounters. Communication was assessed using a rubric. This study developed an economic model to examine the costs and effectiveness of replacing RP/CS events with SP events in knowledge-application and communication assessment. Costs consisted of SP hourly wages for training and delivery of SP events. Outcomes examined were the incremental cost-effectiveness ratio (ICER) per student. Results. The ICER comparing SP to RP/CS was $100.93 higher per student on first-attempt pass rates and $9.04 per one-point increase in the mean score. Conclusion. SP was more effective and more costly than RP/CS. Further research into students' willingness to pay needs to occur before determining if using SPs is cost-effective in teaching communication skills.

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Section: Discussionmentioning

confidence: 83%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Cost-Effectiveness of Using Standardized Patients to Assess Student-Pharmacist Communication Skills

Gillette

Stanton

Rockich‐Winston

et al. 2017

American Journal of Pharmaceutical Education

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“…This randomized trial of a simulation-based communication skills-building workshop for IM residents, subspecialty fellows, and nurse practitioners assessed effects on patient-, family-, and clinician-reported outcomes. 13 In a prior study, this workshop was associated with significant improvements in communication skills with regard to giving bad news and responding to emotion, assessed using SP encounters. Of 1,068 eligible trainees from two academic medical centers, 44 % were randomized to the intervention workshop, consisting of eight 4-hour sessions, versus controls who were provided standard education.…”

Section: Resultsmentioning

confidence: 93%

For the General Internist: A Review of Relevant 2013 Innovations in Medical Education

et al. 2015

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We conducted a review of articles published in 2013 to identify high-quality research in medical education that was relevant to general medicine education practice. Our review team consisted of six general internists with expertise in medical education of varying ranks, as well as a professional medical librarian. We manually searched 15 journals in pairs, and performed an online search using the PubMed search engine for all original research articles in medical education published in 2013. From the total 4,181 citations identified, we selected 65 articles considered most relevant to general medicine educational practice. Each team member then independently reviewed and rated the quality of each selected article using the modified Medical Education Research Study Quality Instrument. We then reviewed the quality and relevance of each selected study and grouped them into categories of propensity for inclusion. Nineteen studies were felt to be of adequate quality and were of moderate to high propensity for inclusion. Team members then independently voted for studies they felt to be of the highest relevance and quality within the 19 selected studies. The ten articles with the greatest number of votes were included in the review. We categorized the studies into five general themes: Improving Clinical Skills in UME, Inpatient Clinical Teaching Methods, Advancements in Continuity Clinic, Handoffs/Transitions in Care, and Trainee Assessment. Most studies in our review of the 2013 literature in general medical education were limited to single institutions and non-randomized study designs; we identified significant limitations of each study. Selected articles may inform future research and practice of medical educators.

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“…This study is limited by its small, although varied, sample and precludes definitive conclusions. It is unclear whether the nature of communication for families with seriously ill children has significantly changed since the time of these deaths [18]. Moreover, the relationship between memories and quality of care or patient satisfaction is unknown.…”

Section: Discussionmentioning

confidence: 99%

What Conversations Do Bereaved Parents Remember?

Goldstein¹

2014

J Palliat Care Med

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Objective: Memories of conversations with health professionals are among the outcomes in the end-of-life care of children. Little is known about their nature or content. We conducted interviews with bereaved parents to determine whether there were conversations with healthcare professionals that they continue to revisit, positive or negative, five years following their child's death, and consider their themes.Methods: Parents of children who had died aged 1 month to 11 years were interviewed, using a focused ethnographic approach. Thematic analysis was performed on interview transcripts.Results: Families recalled specific negative (10/16) and positive encounters (11/16). Positive memories exhibited empathic protectiveness, personal disclosure by healthcare providers, and authenticity. Negative memories revealed medicalized insensitivity to the family's experience and emotional distance. Conclusions:Bereaved parents had memories of specific conversations with healthcare professionals years following their child's death. They did not recall family meetings or technically-oriented moments, but moments marked by relational aspects. Insensitivity or lack of empathy were negative themes.Empathic protectiveness, personal disclosure, and authenticity at moments in care created enduring positive memories. The findings support the importance of humanistic involvement with patients, demonstrating the enduring impact of healthcare professionals in critical life events.

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Effect of Communication Skills Training for Residents and Nurse Practitioners on Quality of Communication With Patients With Serious Illness

Cited by 364 publications

References 43 publications

Cost-Effectiveness of Using Standardized Patients to Assess Student-Pharmacist Communication Skills

Cost-Effectiveness of Using Standardized Patients to Assess Student-Pharmacist Communication Skills

For the General Internist: A Review of Relevant 2013 Innovations in Medical Education

What Conversations Do Bereaved Parents Remember?

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