Improving Patient- and Family-Centered Communication in Pediatrics: A Review of Simulation-Based Learning

Abstract

Patient-and family-centered care focuses on relationships among patients, families, and health care providers that are mutually beneficial and improve health care outcomes and provider satisfaction. Building relationships is a key component of the provision of excellent health care and can be taught and enhanced through simulation-based communication skills training. This article reviews the available literature on simulation-based learning as used to improve patient-and family-centered communication in the discipline of pediatrics. In this narrative review, we examine the various methods, theories, and frameworks on which simulation-based learning for communication skills are built with the goal of assisting pediatric providers in using this powerful educational technique.

Simulation for diversity, equity and inclusion in emergency medicine residency training: A qualitative study

“…Regardless of why, this perception needs to be altered in order to increase participant and leadership buy-in and, perhaps most importantly, emphasis on the existing evidence for benefits of education utilizing simulation training to communication and teamwork improvement. [30][31][32][33][34][35][36][37][38] Additionally, organizational/departmental support of the use of simulation for faculty professional development is crucial, for all DEI topics but most specifically with regards to facing microaggressions, biases, and workplace violence. Increased support and development in these commonly faced DEI issues was believed to be likely to contribute to faculty retention, engagement, as well as decrease the moral injury experienced as faculty noted commonplace experiences of physicians experiencing all of the above.…”

“…Additionally, this limited perception may be a true belief or perhaps this may have been shared as a reason to explain their lack of buy‐in and full commitment to participating in DEI‐focused simulations due to discomfort with the topics being simulated and discussed. Regardless of why, this perception needs to be altered in order to increase participant and leadership buy‐in and, perhaps most importantly, emphasis on the existing evidence for benefits of education utilizing simulation training to communication and teamwork improvement 30–38 …”

Educational workshops for health care professionals on compassionate communication following adverse events in health care: a mixed method evaluation

“…In the UK the national duty of candour legislation enshrines openness and honesty in law yet often staff lack con dence, guidance, and training on how to approach what could be perceived as challenging conversations [4,8,10]. This could be due to fear of litigation, lack of guidance, and support for staff to do this well, or priority being given to the review process rather than the softer skills of human connection, inclusion and collaboration [11]. Within NHS Scotland many of the clinicians, risk, and governance staff we spoke to during the preparation and development of our training workshops felt unprepared for conversations with patients and families.…”

Educational programmes for paediatric healthcare professionals in patient- and family-centred care. A scoping review

“…A shift in care culture and a sustained behaviour moderation can be facilitated by education [ 11 – 13 ]. The evidence on educational programmes in patient-and family-centred care in paediatrics is limited, with only one narrative review from 2021 available that examines simulation-based learning of patient- and family-centred communication skills within the paediatric setting [ 14 ]. However, patient- and family-centred care involves more than communication; it is also a certain attitude toward the patient and family [ 1 ].…”