From Communication Skills to Skillful Communication: A Longitudinal Integrated Curriculum for Critical Care Medicine Fellows

Ordons, Amanda L Roze des; Doig, Christopher J.; Couillard, Philippe; Lord, Jason

doi:10.1097/acm.0000000000001420

Cited by 20 publications

(20 citation statements)

References 8 publications

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“…This SSR in SEBA reaffirms the importance of communications training in ICU and suggests that a combination of training techniques is required (Akgun & Siegel, 2012;Chiarchiaro et al, 2015;Happ et al, 2010;Happ et al, 2015;Hope et al, 2015;Lorin et al, 2006;Miller et al, 2018;Roze des Ordons, Doig, Couillard, & Lord, 2017;Sandahl, et al, 2013;D. J. Shaw, Davidson, Smilde, Sondoozi, & Agan, 2014).…”

Section: E Stage 5 Synthesis Of Systematic Scoping Review In Sebasupporting

confidence: 58%

“…A framework for the design of a competency-based approach to ICU communications training (W. G. Anderson et al, 2017;Berkenstadt et al, 2013;D. Boyle et al, 2016;Brown, Durve, Singh, Park, & Clark, 2017;Chiarchiaro et al, 2015;Fins & Solomon, 2001;Hope et al, 2015;Karlsen, Gabrielsen, Falch, & Stubberud, 2017;Pabon et al, 2014;Roze des Ordons et al, 2017;Tamerius, 2013;J. Yuen & Carrington Reid, 2011) may be found in Figure 3 below.…”

Section: E Stage 5 Synthesis Of Systematic Scoping Review In Sebamentioning

confidence: 99%

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A systematic scoping review of teaching and evaluating communications in the intensive care unit

Chia

Elisha

Huixin

et al. 2021

TAPS

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Introduction: Whilst the importance of effective communications in facilitating good clinical decision-making and ensuring effective patient and family-centred outcomes in Intensive Care Units (ICU)s has been underscored amidst the global COVID-19 pandemic, training and assessment of communication skills for healthcare professionals (HCPs) in ICUs remain unstructured. Methods: To enhance the transparency and reproducibility, Krishna’s Systematic Evidenced Based Approach (SEBA) guided Systematic Scoping Review (SSR), is employed to scrutinise what is known about teaching and evaluating communication training programmes for HCPs in the ICU setting. SEBA sees use of a structured search strategy involving eight bibliographic databases, the employ of a team of researchers to tabulate and summarise the included articles and two other teams to carry out content and thematic analysis the included articles and comparison of these independent findings and construction of a framework for the discussion that is overseen by the independent expert team. Results: 9532 abstracts were identified, 239 articles were reviewed, and 63 articles were included and analysed. Four similar themes and categories were identified. These were strategies employed to teach communication, factors affecting communication training, strategies employed to evaluate communication and outcomes of communication training. Conclusion: This SEBA guided SSR suggests that ICU communications training must involve a structured, multimodal approach to training. This must be accompanied by robust methods of assessment and personalised timely feedback and support for the trainees. Such an approach will equip HCPs with greater confidence and prepare them for a variety of settings, including that of the evolving COVID-19 pandemic.

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Section: E Stage 5 Synthesis Of Systematic Scoping Review In Sebasupporting

confidence: 58%

Section: E Stage 5 Synthesis Of Systematic Scoping Review In Sebamentioning

confidence: 99%

A systematic scoping review of teaching and evaluating communications in the intensive care unit

Chia

Elisha

Huixin

et al. 2021

TAPS

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“…Program promoted awareness of teamwork required in pediatric palliative care. Face-to-face time important in sharing clinical experiences #1, #2, #3 Roze des Ordons et al (2017) [ 22 ] Canada Longitudinal, evidence-based study 7 critical care medicine fellows in an academic medical center Physicians (fellows) Program content informed by literature review and assessment survey results from fellows, attending physician, nurses, and social workers. Curriculum included five 4-h classroom-based sessions.…”

Section: Main Textmentioning

confidence: 99%

“…Strategies for content delivery included multidisciplinary lectures from experts, simulation, role-play, group discussions, case-based learning, and on-line modules. Interactive teaching methods were integrated into the educational frameworks, highlighting the importance of communication in clinical practice [ 17 , 18 , 21 , 22 ]. Delivery of content in a variety of formats provided opportunity for didactic and experiential learning [ 18 ], such as conducting a quality-improvement (QI) project [ 12 ].…”

Section: Main Textmentioning

confidence: 99%

Interprofessional palliative care education for pediatric oncology clinicians: an evidence-based practice review

Green

Markaki

2018

BMC Res Notes

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ObjectiveClinician education and expertise in palliative care varies widely across pediatric oncology programs. The purpose of this evidence-based practice review was to identify interprofessional palliative care education models applicable to pediatric oncology settings as well as methods for evaluating their impact on clinical practice.ResultsBased on a literature search in PubMed, CINAHL and Embase, which identified 13 articles meeting inclusion/exclusion criteria, the following three themes emerged: (1) establishment of effective modalities and teaching strategies, (2) development of an interprofessional palliative care curriculum, and (3) program evaluation to assess impact on providers’ self-perceived comfort in delivering palliative care and patient/family perceptions of care received. Remarkably, health professionals reported receiving limited palliative care training, with little evidence of systematic evaluation of practice changes following training completion. Improving palliative care delivery was linked to the development and integration of an interprofessional palliative care curriculum. Suggested evaluation strategies included: (1) eliciting patient and family feedback, (2) standardizing care delivery measures, and (3) evaluating outcomes of care.

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“…Open access assessment strategies that target reflection skills to create an opportunity to provide feedback on this competency. 29 There is a lack of research exploring the impact of reflection on the learning of communication skills. The use of the reflective capacity in the teaching and assessment of communication skills, namely, in scenarios related to practice, must be encouraged once it can foster students' professionalism, critical thinking and attitudes.…”

Section: Introductionmentioning

confidence: 99%

Added value of assessing medical students’ reflective writings in communication skills training: a longitudinal study in four academic centres

Franco

Cecílio-Fernandes

et al. 2020

BMJ Open

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ObjectivesThis study describes the development and implementation of a model to assess students’ communication skills highlighting the use of reflective writing. We aimed to evaluate the usefulness of the students’ reflections in the assessment of communication skills.DesignThird-year and fourth-year medical students enrolled in an elective course on clinical communication skills development were assessed using different assessment methods.Setting and participantsThe communication skills course was offered at four universities (three in Brazil and one in Portugal) and included 69 students.Outcome measuresThe students were assessed by a Multiple-Choice Questionnaire (MCQ), an objective structured clinical examination (OSCE) and reflective writing narratives. The Cronbach’s alpha, dimensionality and the person’s correlation were applied to evaluate the reliability of the assessment methods and their correlations. Reflective witting was assessed by applying the Reflection Evaluation for Enhanced Competencies Tool Rubric (Reflect Score (RS)) to measure reflections’ depth, and the Thematic Score (TS) to map and grade reflections’ themes.ResultsThe Cronbach alpha for the MCQ, OSCE global score, TS and RS were, respectively, 0.697, 0.633, 0.784 and 0.850. The interobserver correlation for the TS and RS were, respectively, 0.907 and 0.816. The assessment of reflection using the TS was significantly correlated with the MCQ (r=0.412; p=0.019), OSCE (0.439; p=0.012) and RS (0.410; p=0.020). The RS did not correlate with the MCQ and OSCE.ConclusionsAssessing reflection through mapping the themes and analysing the depth of reflective writing expands the assessment of communication skills. While the assessment of reflective themes is related to the cognitive and behavioural domains of learning, the reflective depth seems to be a specific competence, not correlated with other assessment methods—possibly a metacognitive domain.

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From Communication Skills to Skillful Communication: A Longitudinal Integrated Curriculum for Critical Care Medicine Fellows

Cited by 20 publications

References 8 publications

A systematic scoping review of teaching and evaluating communications in the intensive care unit

A systematic scoping review of teaching and evaluating communications in the intensive care unit

Interprofessional palliative care education for pediatric oncology clinicians: an evidence-based practice review

Added value of assessing medical students’ reflective writings in communication skills training: a longitudinal study in four academic centres

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