Training to Promote Empathic Communication in Graduate Medical Education: A Shared Learning Intervention in Internal Medicine and General Surgery.
Training to Promote Empathic Communication in Graduate Medical Education: A Shared Learning Intervention in Internal Medicine and General Surgery.
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DOI：
10.1089/pmr.2021.0036
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发表时间：
2022
影响因子：
2.5
通讯作者：
Holliday S
中科院分区：
文献类型：
--
作者：
Lockwood BJ;Gustin J;Verbeck N;Rossfeld K;Norton K;Barrett T;Potts R;Towner-Larsen R;Waterman B;Radwany S;Hritz C;Wells-Di Gregorio S;Holliday S
同理心沟通技巧在研究生医学教育中越来越重要，以帮助学员进行严重疾病的沟通。评估共享沟通培训干预措施对不同专业住院医师的影响、可行性和可接受性。标准教育与我们的移情沟通技能培养干预措施的随机对照研究：VitalTalk 支持的研讨会和使用经过验证的可观察行为检查表的形成性床边反馈。 2018-2019学年，我们的干预在美国一家大型单一学术医疗中心实施，涉及149名内科和普外科住院医师。影响结果包括在标准化患者会面 (SPE) 中衡量的可观察沟通技能，以及通过调查收集的自我报告的沟通信心和倦怠。分析包括描述性统计和推论统计，包括独立和配对 t 检验以及用于预测 SPE 后表现的多元回归模型。在随机接受干预的居民中，96% (n = 71/74) 完成了 VitalTalk 支持的研讨会，42% (n = 30/71) 的居民完成了形成性床边反馈。干预措施显示可观察行为增加了 33% (p<0.001)，所有八个技能类别均有所改善，而对照组仅在五个技能类别上有所改善。干预居民在执行所有引发的沟通技巧（例如表达同理心、引发价值观和管理不确定性）方面表现出更高的信心（p<0.001）。我们的教育干预提高了居民的信心和基本沟通技能的使用。为医疗和外科专业举办由 VitalTalk 驱动的研讨会是可行的，并为学员提供共享的学习经验，使其从其领域之外的专家姑息治疗学习中受益。
Empathic communication skills have a growing presence in graduate medical education to empower trainees in serious illness communication. Evaluate the impact, feasibility, and acceptability of a shared communication training intervention for residents of different specialties. A randomized controlled study of standard education v. our empathic communication skills-building intervention: VitalTalk-powered workshop and formative bedside feedback using a validated observable behavioral checklist. During the 2018–2019 academic year, our intervention was implemented at a large single-academic medical center in the United States involving 149 internal medicine and general surgery residents. Impact outcomes included observable communication skills measured in standardized patient encounters (SPEs), and self-reported communication confidence and burnout collected by surveys. Analyses included descriptive and inferential statistics, including independent and paired t tests and multiple regression model to predict post-SPE performance. Of residents randomized to the intervention, 96% (n = 71/74) completed the VitalTalk-powered workshop and 42% (n = 30/71) of those residents completed the formative bedside feedback. The intervention demonstrated a 33% increase of observable behaviors (p < 0.001) with improvement in all eight skill categories, compared with the control who only showed improvement in five. Intervention residents demonstrated improved confidence in performing all elicited communication skills such as express empathy, elicit values, and manage uncertainty (p < 0.001). Our educational intervention increased residents' confidence and use of essential communication skills. Facilitating a VitalTalk-powered workshop for medical and surgical specialties was feasible and offered a shared learning experience for trainees to benefit from expert palliative care learning outside their field.
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影响因子：
4.7
作者：
Gelfman, Laura P.;Lindenberger, Elizabeth;Kelley, Amy S.
通讯作者：
Kelley, Amy S.
影响因子：
3.1
作者：
Hojat M;Vergare M;Isenberg G;Cohen M;Spandorfer J
通讯作者：
Spandorfer J
DOI：
10.1177/1049909116681972
发表时间：
2018-01-01
影响因子：
1.9
作者：
Brown, Crystal E.;Back, Anthony L.;Engelberg, Ruth A.
通讯作者：
Engelberg, Ruth A.
影响因子：
2.2
作者：
Fujimori, Maiko;Shirai, Yuki;Uchitomi, Yosuke
通讯作者：
Uchitomi, Yosuke
影响因子：
1.7
作者：
Markin A;Cabrera-Fernandez DF;Bajoka RM;Noll SM;Drake SM;Awdish RL;Buick DS;Kokas MS;Chasteen KA;Mendez MP
通讯作者：
Mendez MP