Implementing and tailoring a western-developed communication skills training program for graduate medical trainees in Qatar

Bylund, Carma L.; Alyafei, Khalid; Anand, Ambika; Marri, Alanoud Al; Omer, Walid; Sinha, T.; Alam, Wahila; Abdelrahim, Huda; Al‐Khal, Abdullatif

doi:10.5116/ijme.5856.72b4

Cited by 10 publications

(6 citation statements)

References 11 publications

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“…This result is consistent with those presented in many studies (Bylund, 2016;Bylund et al, 2017;Kissane et al, 2012). Evidently, communication skills cannot be achieved without referring to leadership commitment and faculty support in developing a quality program with continuous improvement elements.…”

Section: Discussionsupporting

confidence: 91%

The Influence of International Education Accreditation on a Graduate Health and Hospital Program

Alonazi¹

2018

IBR

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The overriding objective was to compare the influence of Assurance of Learning (AoL), on several graduate students' pedagogical outcomes before and after an international accreditation program. A self-administered questionnaire was employed to collect data from subjects enrolled in a graduate program. Out of 122 graduate students who voluntarily participated in the pretest (2015), only 88 students participated in the posttest (2017). Overall, the students expressed effective AoL in many pedagogical outcomes based on the post-accreditation process. A high positive correlation was observed between the overall effectiveness of AoL and communication skills (r = 0.875, p = 0.01). Of the pre-accredited group, 56.2% reported effective AoL outcomes; this percentage increased to 77.8%. The pretest and posttest results indicated significant differences in AoL (p < 0.01). Health programs accreditation provides effective outcomes on academic as well as personal leadership levels. Continuous implementation and assessment of AoL must be monitored periodically to ensure its successful contribution to health programs and business schools.

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Section: Discussionsupporting

confidence: 91%

The Influence of International Education Accreditation on a Graduate Health and Hospital Program

Alonazi¹

2018

IBR

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“…In addition to our program continuing locally, the Comskil model has also been used to support the development of a program for oncology nurses [31], is used internationally in Australia and Qatar [32, 33], and has been incorporated in a major textbook about communication in cancer care [34]. Future research should continue to explore how to improve transfer from learning to clinical practice and how to use communication skills interventions to help address patient care challenges.…”

Section: Discussionmentioning

confidence: 99%

A rigorous evaluation of an institutionally-based communication skills program for post-graduate oncology trainees

Bylund

Banerjee

Bialer

et al. 2018

Patient Education and Counseling

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Objective: Integrating education about physician-patient communication into oncology specialists’ education is important to improve quality of care. Our aim was to rigorously evaluate a 4-year institutionally-based patient communication skills program for oncology post-graduate trainees. Methods: Trainees from 10 specialties in the U.S. participated in patient communication skills modules tailored to sub-specialties. The program was evaluated by comparing pre-post scores on hierarchical outcomes: course evaluation, self-confidence, skills uptake in standardized and real patient encounters, and patient evaluations of satisfaction with communication. We examined breadth of skill usage as key outcome. Generalized estimating equations were used in data analysis. Results: Two hundred and sixty-two trainees’ data were analyzed, resulting in 984 standardized and 753 real patient encounters. Participants reported high satisfaction and demonstrated significant skill growth with standardized patients, but transfer of these skills into real patient encounters was incomplete. Participants with lower baseline scores had larger improvements with both standardized and real patients. Conclusion: The program was well received and increased participant skills in the simulated setting without effective transfer to real patient encounters. Practice Implications: Future work should allocate proportionally greater resources to trainees with lower baseline scores and measure breadth of participant skill usage as an outcome.

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“…In 2008, a large teaching hospital system in the Middle East began a partnership with a major US healthcare institution to adapt a communication skills course to fit the needs of its multinational community using accepted best practices. 22,23 As we taught the course to hundreds of participants each year, we asked whether we were making an impact on the healthcare system as a whole. Anecdotally, we heard from colleagues and leaders across the system that the program was making a difference, but we had no data to show this.…”

Section: Communication Skills Training In the Middle Eastmentioning

confidence: 99%

“…Although the program was initially developed in the West, we went through a process of culturally tailoring the program for it to be used in the Middle Eastern/Arabic setting. 22,23 This included changing the names and contexts of role-play scenarios, making new videos, and, in some cases, changing the major focus of the module. For example, the USbased program has the module on Family Meetings focus on working with relatively functional families, usually at the end-of-life.…”

Section: Participants and Proceduresmentioning

confidence: 99%

<p>The Impact of a Communication Skills Workshop on Doctors’ Behavior Over Time</p>

Bylund¹,

Adams²,

Sinha³

et al. 2020

AMEP

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Purpose: Communication skills education is still relatively new in some non-Western countries. Further, most evaluation research on communication skills education examines only short-term results. In our communication skills program in Qatar, we aimed to: 1) assess the impact of the communication skills course on participant skills application; 2) assess the length of time since course completion associated with participant skills application; and 3) assess participant gender or clinical position associated with participant skills application. Methods: Seven hundred and thirty-eight physicians completed a seven-module communication skills course. Participants reflected on what they learned in the course and how the course had impacted their behavior through a nine-item online survey that included a fouritem Communication Workshop Impact Scale (CWIS), three open questions, and two demographic questions. To assess the effect of time since workshop on outcomes, we stratified the respondents into five groups based on how long ago they had completed the course. Results: Three hundred and thirty-two physicians completed the survey. Participants reported agreement with the items on the CWIS: X=4.45 (range 1-5; SD=0.70). When asked which skill(s) they had been able to implement in their clinical practice, 235 gave a specific response, either a specific communication skill (eg, ask open questions), a higherorder category of skills (eg, questioning skills), or the name of one of the seven modules of the course. Only 28 participants listed the name of a skill or module name that they had not been able to implement. There was no evidence of difference in CWIS score based on time since course completion. There was no gender difference; however, residents had significantly lower CWIS scores than fellows (4.70 vs. 4.29, p<0.05). Conclusion: Participants reported agreement with response items about the impact of the course on their skills application. Participant gender did not play a significant role, but residents had lower scores than did fellows. Furthermore, most physicians (92%) were able to name something specific that they had learned from the course and were currently implementing in their practice. Positive outcomes of the course did not seem to diminish over time. Future research should identify whether observable communication behavior matches the self-reported behavior.

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Implementing and tailoring a western-developed communication skills training program for graduate medical trainees in Qatar

Cited by 10 publications

References 11 publications

The Influence of International Education Accreditation on a Graduate Health and Hospital Program

The Influence of International Education Accreditation on a Graduate Health and Hospital Program

A rigorous evaluation of an institutionally-based communication skills program for post-graduate oncology trainees

<p>The Impact of a Communication Skills Workshop on Doctors’ Behavior Over Time</p>

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