Medical Student Presentations on Family-Centered Rounds: A Workshop to Teach an Art Form

Zak, Sara; Alcamo, Alicia M.; Herrmann, Lisa E.; Sucharew, Heidi; O’Toole, Jennifer K.; Guiot, Amy; Statile, Angela

doi:10.15766/mep_2374-8265.10394

Cited by 7 publications

(6 citation statements)

References 8 publications

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“…Students rotating through pediatrics, for example, are taught that family-centeredness is the gold standard in providing pediatric care (46)(47)(48). Students receive feedback on their family-centered rounding skills and may even be required to attend workshops on optimizing family-centered care (46,47). This emphasis and evaluation of the pediatric trainee's skills in relationship-centeredness demonstrates to the student applicant that communal traits are not only expected but highly valued by faculty in pediatrics.…”

Section: Discussionmentioning

confidence: 99%

Linguistic Analysis of Pediatric Residency Personal Statements: Gender Differences

Babal

Gower

Frohna

et al. 2019

Preprint

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Background: All US residency programs require applicants to submit personal statements. Prior studies showed gender differences in personal statement writing, which has implications for gender bias in the application process, but previous studies have not considered the dual influence of specialty-specific values on personal statement writing by applicants of each gender. Objective: To understand gender differences in pediatric residency personal statements Methods: From 2017-2018, we performed linguistic analysis of personal statements written by interviewees at a mid-size US pediatrics residency during two prior academic years. We assessed writing tone, communal language, and agentic language. We performed t-tests to evaluate for gender differences, p<0.05. Results: We analyzed personal statements from 85 male and 85 female interviewees. Average word count was 676 words. Personal statements demonstrated analytic writing style with authentic and positive emotional tone. We found no gender differences in communal language for social affiliation (p=0.31), adjectives (p=0.49), or orientation (p=0.48), which deviates from typical gender norms for male language use. Males used agentic language of reward more frequently (p=0.02). Conclusions: Findings suggest that social language is valued in pediatrics, a predominantly female specialty, regardless of applicant gender. Use of reward language by males is consistent with previous findings. Future studies should evaluate gender differences in residency applications across specialties to advance understanding of the role gender plays in the application process.

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Section: Discussionmentioning

confidence: 99%

Linguistic Analysis of Pediatric Residency Personal Statements: Gender Differences

Babal

Gower

Frohna

et al. 2019

Preprint

View full text Add to dashboard Cite

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“… 1 Many institutions have noted via needs assessments that the formulation of a written patient assessment is a clinical communication and documentation skill deficiency. 6 In reviewing the literature, internal medicine and pediatrics are the primary clerkships where general patient documentation and presentation are identified as a skill deficiency. 7 , 8 For example, the postgraduate program of the Department of Hospital Medicine at Ochsner Clinic in Louisiana conducts a note-writing workshop for students and residents in the first week of their internal medicine rotation.…”

Section: Introductionmentioning

confidence: 99%

Skill Session on Writing Patient Assessments for Pediatric Clerkship Students

et al. 2020

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Introduction Formulating written patient assessments requires the student to synthesize subjective and objective information and use clinical reasoning to reach a diagnosis. Medical students lack this skill, and clinical experience is not enough to acquire it. This session provides a structured process for learning how to formulate a patient assessment. Methods Third-year medical students participated in a large-group interactive skill session at the beginning of their pediatrics clerkship. Instructors following a scripted model walked students through practice examples to ultimately formulate a complete written patient assessment. The session covered data synthesis, use of appropriate medical terminology, and differential diagnosis development. Students used an audience response system to practice these skills. Results Over 1 academic year, 250 medical students participated in six sessions, with an average of 40–50 attendees per session. Over 90% of students completed pre- and postsession written patient assessments. These assessments were evaluated using portions of the Pediatric History and Physical Exam Evaluation grading rubric. The session had a positive effect on patient assessment formulation skills, with a significant increase in scores after the session. Discussion The session improved students' skill in generating more complete written patient assessments. Almost all students found the session valuable regardless of prior clinical experience. Nearly 50% of students felt inadequately prepared to formulate a written patient assessment prior to the session, revealing a skills gap for learners and a curricular teaching gap. This skill session provided a structured method and active learning format for teaching this essential clinical skill.

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“…To our knowledge, no other such curriculum for residents has been published. Prior publications in MedEdPORTAL include didactic trainings for medical students, 16 a workshop of challenging case scenarios during FCR, 17 and user guides to promote presenter empowerment during FCR. 18,19 However, none of these feature a curriculum with simulation-based training and feedback for resident trainees.…”

Section: Introductionmentioning

confidence: 99%

Improving Pediatric Resident Communication During Family-Centered Rounds Using a Novel Simulation-Based Curriculum

et al. 2018

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Introduction: While family-centered rounds (FCR) have become increasingly important in pediatrics, there is often no training for residents on appropriate FCR practice. This curriculum was developed to address this identified gap in pediatric trainee education through a combination of didactic presentation, direct observation, and simulated FCR. Methods: Residents participated in a didactic presentation on key components of FCR and tenets of communication with families. A subset of residents participated in a simulated intervention in which they practiced an FCR encounter using a mock patient case and received immediate feedback from a multidisciplinary team. Following the simulation, residents completed follow-up surveys and focus group discussions to assess their experience and comfort. Resident trainees were observed and rated during FCR by trained parent advisors using a novel FCR checklist both before and after participation in the simulation. Results: This curriculum was implemented with 10 pediatric interns (intervention group). These residents demonstrated statistically significant improvements in the areas of greeting family by name and soliciting rounding preferences, enhancing family comfort in participating in FCR, and increasing family engagement in FCR. Compared to controls, intervention group residents had higher ratings on the majority of performance items. Resident-reported self-efficacy in conducting FCR increased following the intervention, and the feedback portion of the intervention was highly valued. Discussion: Simulation-based training is an effective model for teaching residents best practices in FCR with lasting impact on resident communication skills as seen in comparative analysis from before and after the intervention.

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Medical Student Presentations on Family-Centered Rounds: A Workshop to Teach an Art Form

Cited by 7 publications

References 8 publications

Linguistic Analysis of Pediatric Residency Personal Statements: Gender Differences

Linguistic Analysis of Pediatric Residency Personal Statements: Gender Differences

Skill Session on Writing Patient Assessments for Pediatric Clerkship Students

Improving Pediatric Resident Communication During Family-Centered Rounds Using a Novel Simulation-Based Curriculum

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