Using the patient centered observation form: Evaluation of an online training program

Keen, Misbah; Cawse-Lucas, Jeanne; Carline, Jan D.; Mauksch, Larry B.

doi:10.1016/j.pec.2015.03.005

Cited by 16 publications

(15 citation statements)

References 26 publications

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“…Pairing online videos of best and usual practices provides a means for clinicians to identify core skills prior to practicing them. 34 Use of training videos of simulated visits with patients followed by practice of skills are a powerful tool for improving communication skills. 35…”

Section: Discussionmentioning

confidence: 99%

Theoretical and Pragmatic Adaptation of the 5As Model to Patient-Centered Hypertension Counselling

Carroll¹,

Fiscella²,

Cassells³

et al. 2018

Journal of Health Care for the Poor and Underserved

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Section: Discussionmentioning

confidence: 99%

Theoretical and Pragmatic Adaptation of the 5As Model to Patient-Centered Hypertension Counselling

Carroll¹,

Fiscella²,

Cassells³

et al. 2018

Journal of Health Care for the Poor and Underserved

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“…The format for our peer observer ratings of the resident is based in part on the domains of the Patient Centered Observation Form. 11 Domains pulled from this form included Establishes Rapport and Supportive Communication. Additional items on the peer observer ratings of resident were developed several years ago from the Common Ground Rating Form and our own personal experience, 12 with the domains of Maintained Relationship and Feedback being pulled form this form.…”

Section: Methodsmentioning

confidence: 99%

Difficult Interpersonal Encounters with Medical Students and Residents: Two Objective Standardized Teaching Encounters

et al. 2017

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Introduction: Objective standardized teaching exercises (OSTEs) are widely used to develop professional competencies, especially in the health care professions. An OSTE involves exposing different providers to the same, time-limited scenario that is concurrently observed and/or recorded for either formative or summative evaluation. As there are limited resources available for creating a resident-specific OSTE, especially those applicable to family and community medicine residents, we created and evaluated a resident OSTE (R-OSTE) for second-and third-year family and community medicine residents. Methods: This R-OSTE involved two cases. The first featured Taylor, a third-year medical student resistant to feedback. The second featured Kris, a first-year resident nervous about approaching the attending on duty. Our R-OSTE had residents teaching interpersonal skills to trained actors in a standardized learner role. Results: Residents in the teaching role were formatively evaluated by peer observers (fellow residents) and standardized learners on interpersonal domains such as communication and professionalism. Learners gave residents an average performance rating of 4.9 on a 1 to 6 scale with 1 = Very Poor and 6 = Excellent. Residents also evaluated the OSTE itself, rating their experience on multiple teaching-related statements. Eighty-six percent of residents agreed this exercise was an appropriate development activity for family medicine residents. Overall, our R-OSTE was rated highly for relevance to teaching by the residents. Discussion: The residents were rated highly by both peer observers and standardized learners. However, there was little variability in peer observer scores, indicating the need for an alternative method of measurement.

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“…Instead, in the 6 weeks following the intervention, the facilitators and the lead author reviewed the video-recorded simulated patient encounters. Using the Patient Centered Observation Form 30 (PCOF) as a guide, the team provided written feedback to each learner on his or her performance. The PCOF did not use numerical scoring; it instead focused on recording evidence of skill use.…”

Section: Implementation Details For Primary Care Clinics Within An Acmentioning

confidence: 99%

Diabetes ROADMAP: Teaching Guideline Use, Communication, and Documentation When Delivering the Diagnosis of Diabetes

et al. 2020

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Introduction: Most interventions to date regarding breaking bad news focus on late-stage disease or disclosing a cancer diagnosis. Little attention has been given to delivery of chronic metabolic disease diagnoses such as prediabetes/type 2 diabetes. Methods: Informed by the American Diabetes Association standards of care and formative research conducted by our research team, we developed this curriculum through the six-step approach to curriculum development. The curriculum consists of a 2-or 3-hour intervention that teaches medical decision-making, interpersonal communication, and clinical documentation in the context of prediabetes and type 2 diabetes followed by role-play and clinical practice. Results: Across three cohorts, 53 clinicians completed the curriculum. Across the three iterations, learners rated the curricular intervention as worthwhile and delivered at an appropriate level. In a community hospital setting, learners scored significantly higher on a knowledge check than did a control group of six clinicians (p < .001). Learners in the community hospital also indicated high response efficacy and self-efficacy. At the academic medical center, simulated patients indicated high measures on the Diabetes Health Threat Communication Questionnaire. Discussion: The moment of diagnosis presents a key opportunity to affect patients' perceptions of the disease. This curriculum guides clinicians in making the most of diagnosis delivery. Pairing of qualitative, patient-centered research alongside the iterative curriculum design process allows the curriculum to be adaptable and scalable to multiple settings and learner types.

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Using the patient centered observation form: Evaluation of an online training program

Cited by 16 publications

References 26 publications

Theoretical and Pragmatic Adaptation of the 5As Model to Patient-Centered Hypertension Counselling

Theoretical and Pragmatic Adaptation of the 5As Model to Patient-Centered Hypertension Counselling

Difficult Interpersonal Encounters with Medical Students and Residents: Two Objective Standardized Teaching Encounters

Diabetes ROADMAP: Teaching Guideline Use, Communication, and Documentation When Delivering the Diagnosis of Diabetes

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