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Teaching communication skills to OTL-HNS residents: multisource feedback and simulated scenarios

BACKGROUND: Effective communication has been linked to a reduction in adverse events and improved patient compliance. Currently in Otolaryngology – Head and Neck Surgery (OTL-HNS) residency programs, there is limited explicit teaching of communication skills. Our objective was to implement an educat...

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Autores principales: Beaudoin, Pier-Luc, Labbé, Mathilde, Fanous, Amanda, Young, Meredith, Rappaport, Jamie, Park, Yoon Soo, Manoukian, John, Nguyen, Lily H. P.
Formato: Online Artículo Texto
Lenguaje:English
Publicado: BioMed Central 2019
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6350291/
https://www.ncbi.nlm.nih.gov/pubmed/30691537
http://dx.doi.org/10.1186/s40463-019-0329-8
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author Beaudoin, Pier-Luc
Labbé, Mathilde
Fanous, Amanda
Young, Meredith
Rappaport, Jamie
Park, Yoon Soo
Manoukian, John
Nguyen, Lily H. P.
author_facet Beaudoin, Pier-Luc
Labbé, Mathilde
Fanous, Amanda
Young, Meredith
Rappaport, Jamie
Park, Yoon Soo
Manoukian, John
Nguyen, Lily H. P.
author_sort Beaudoin, Pier-Luc
collection PubMed
description BACKGROUND: Effective communication has been linked to a reduction in adverse events and improved patient compliance. Currently in Otolaryngology – Head and Neck Surgery (OTL-HNS) residency programs, there is limited explicit teaching of communication skills. Our objective was to implement an educational program on communication skills for residents using multisource assessment in several simulation-based contexts throughout residency. METHODS: For three consecutive years, OTL-HNS residents were recruited to participate in a total of nine simulation-based clinical scenarios in which communication skills could be honed. This educational program was designed to provide instruction and practice of challenging ethics scenarios, with communication efficacy as a secondary goal. To facilitate this goal, a multisource assessment was paired with a debriefing process that involved attending staff, observing and participating residents, standardized patients, and invited content experts. RESULTS: Seventeen residents completed the curriculum for at least two consecutive years from 2009 to 2011. The internal-consistency reliability of the scenarios ranged from 0.88 to 0.96. The intraclass correlation was 0.19, as expected in this context. There was no statistical difference in the mean ratings of performance across post-graduate year (PGY) level (p = 0.201). Results from the random-intercept regression indicated that, on average, a learner’s mean rating at baseline was 3.6/5 and increased significantly by 0.25 points per year (p < 0.05) as assessed by OTL-HNS staff members and peers. No significant improvement across time was found for ratings by non-medical assessors. CONCLUSION: Implementing an educational program focused on communication skills using a multisource assessment in various contexts has shown to be potentially effective at our institution, and resulted for yearly improvement and consolidation of performance of OTL-HNS residents as judged by faculty and residents. The inclusion of a multisource assessment in the simulation curriculum is key to allow for the representation of different perspectives on communication skills, for both the assessment and the debriefing process. Future studies are needed to explore the possibility of fully integrating this educational program into residence training in order to support deliberate communication skills teaching.
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spelling pubmed-63502912019-02-04 Teaching communication skills to OTL-HNS residents: multisource feedback and simulated scenarios Beaudoin, Pier-Luc Labbé, Mathilde Fanous, Amanda Young, Meredith Rappaport, Jamie Park, Yoon Soo Manoukian, John Nguyen, Lily H. P. J Otolaryngol Head Neck Surg Original Research Article BACKGROUND: Effective communication has been linked to a reduction in adverse events and improved patient compliance. Currently in Otolaryngology – Head and Neck Surgery (OTL-HNS) residency programs, there is limited explicit teaching of communication skills. Our objective was to implement an educational program on communication skills for residents using multisource assessment in several simulation-based contexts throughout residency. METHODS: For three consecutive years, OTL-HNS residents were recruited to participate in a total of nine simulation-based clinical scenarios in which communication skills could be honed. This educational program was designed to provide instruction and practice of challenging ethics scenarios, with communication efficacy as a secondary goal. To facilitate this goal, a multisource assessment was paired with a debriefing process that involved attending staff, observing and participating residents, standardized patients, and invited content experts. RESULTS: Seventeen residents completed the curriculum for at least two consecutive years from 2009 to 2011. The internal-consistency reliability of the scenarios ranged from 0.88 to 0.96. The intraclass correlation was 0.19, as expected in this context. There was no statistical difference in the mean ratings of performance across post-graduate year (PGY) level (p = 0.201). Results from the random-intercept regression indicated that, on average, a learner’s mean rating at baseline was 3.6/5 and increased significantly by 0.25 points per year (p < 0.05) as assessed by OTL-HNS staff members and peers. No significant improvement across time was found for ratings by non-medical assessors. CONCLUSION: Implementing an educational program focused on communication skills using a multisource assessment in various contexts has shown to be potentially effective at our institution, and resulted for yearly improvement and consolidation of performance of OTL-HNS residents as judged by faculty and residents. The inclusion of a multisource assessment in the simulation curriculum is key to allow for the representation of different perspectives on communication skills, for both the assessment and the debriefing process. Future studies are needed to explore the possibility of fully integrating this educational program into residence training in order to support deliberate communication skills teaching. BioMed Central 2019-01-28 /pmc/articles/PMC6350291/ /pubmed/30691537 http://dx.doi.org/10.1186/s40463-019-0329-8 Text en © The Author(s). 2019 Open AccessThis article is distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made. The Creative Commons Public Domain Dedication waiver (http://creativecommons.org/publicdomain/zero/1.0/) applies to the data made available in this article, unless otherwise stated.
spellingShingle Original Research Article
Beaudoin, Pier-Luc
Labbé, Mathilde
Fanous, Amanda
Young, Meredith
Rappaport, Jamie
Park, Yoon Soo
Manoukian, John
Nguyen, Lily H. P.
Teaching communication skills to OTL-HNS residents: multisource feedback and simulated scenarios
title Teaching communication skills to OTL-HNS residents: multisource feedback and simulated scenarios
title_full Teaching communication skills to OTL-HNS residents: multisource feedback and simulated scenarios
title_fullStr Teaching communication skills to OTL-HNS residents: multisource feedback and simulated scenarios
title_full_unstemmed Teaching communication skills to OTL-HNS residents: multisource feedback and simulated scenarios
title_short Teaching communication skills to OTL-HNS residents: multisource feedback and simulated scenarios
title_sort teaching communication skills to otl-hns residents: multisource feedback and simulated scenarios
topic Original Research Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6350291/
https://www.ncbi.nlm.nih.gov/pubmed/30691537
http://dx.doi.org/10.1186/s40463-019-0329-8
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