Abstract
Purpose: Multiple interventions have been developed to teach and improve internal medicine residents' end-of-life communication skills, but have not been easily adaptable to other institutions. The purpose of this study was to develop and evaluate a program to enhance physicians' end-of-life communication with families of dying patients using a format that could be incorporated into an existing curriculum for first-year internal medicine residents. Methods: An end-of-life educational program was developed and evaluated in the context of educating first-year residents at an urban academic medical center during the 2008-2009 academic year. The program consisted of three sessions including an interactive workshop flanked by pre- and post-workshop evaluations in simulated encounter and clinical vignette formats. Simulated encounters were recorded on video and residents' performances were rated by two independent observers using a 23 point checklist. Results: Complete data were available for 24 (73%) of 33 residents who participated in the program. The residents' checklist scores increased significantly from a mean of 48.1 at baseline to 73.9 at follow-up. The increase in the scores on the clinical vignettes was also statistically significant, but of lesser magnitude. Conclusions: A short, focused intervention can have significant impact on residents' communication skills in the setting of an end-of-life objective structured clinical examination (OSCE).
| Original language | English (US) |
|---|---|
| Pages (from-to) | 328-334 |
| Number of pages | 7 |
| Journal | American Journal of Hospice and Palliative Medicine |
| Volume | 28 |
| Issue number | 5 |
| DOIs | |
| State | Published - Aug 2011 |
| Externally published | Yes |
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Keywords
- clinical vignette
- communication
- end-of-life
- interpersonal and communication skills
- medical education
- resident education
- simulated encounter
- standardized patient
ASJC Scopus subject areas
- Medicine(all)
Cite this
Development and evaluation of a program to strengthen first year residents' proficiency in leading end-of-life discussions. / Williams, Donna M.; Fisicaro, Tamara; Veloski, J. Jon; Berg, Dale.
In: American Journal of Hospice and Palliative Medicine, Vol. 28, No. 5, 08.2011, p. 328-334.Research output: Contribution to journal › Article
}
TY - JOUR
T1 - Development and evaluation of a program to strengthen first year residents' proficiency in leading end-of-life discussions
AU - Williams, Donna M.
AU - Fisicaro, Tamara
AU - Veloski, J. Jon
AU - Berg, Dale
PY - 2011/8
Y1 - 2011/8
N2 - Purpose: Multiple interventions have been developed to teach and improve internal medicine residents' end-of-life communication skills, but have not been easily adaptable to other institutions. The purpose of this study was to develop and evaluate a program to enhance physicians' end-of-life communication with families of dying patients using a format that could be incorporated into an existing curriculum for first-year internal medicine residents. Methods: An end-of-life educational program was developed and evaluated in the context of educating first-year residents at an urban academic medical center during the 2008-2009 academic year. The program consisted of three sessions including an interactive workshop flanked by pre- and post-workshop evaluations in simulated encounter and clinical vignette formats. Simulated encounters were recorded on video and residents' performances were rated by two independent observers using a 23 point checklist. Results: Complete data were available for 24 (73%) of 33 residents who participated in the program. The residents' checklist scores increased significantly from a mean of 48.1 at baseline to 73.9 at follow-up. The increase in the scores on the clinical vignettes was also statistically significant, but of lesser magnitude. Conclusions: A short, focused intervention can have significant impact on residents' communication skills in the setting of an end-of-life objective structured clinical examination (OSCE).
AB - Purpose: Multiple interventions have been developed to teach and improve internal medicine residents' end-of-life communication skills, but have not been easily adaptable to other institutions. The purpose of this study was to develop and evaluate a program to enhance physicians' end-of-life communication with families of dying patients using a format that could be incorporated into an existing curriculum for first-year internal medicine residents. Methods: An end-of-life educational program was developed and evaluated in the context of educating first-year residents at an urban academic medical center during the 2008-2009 academic year. The program consisted of three sessions including an interactive workshop flanked by pre- and post-workshop evaluations in simulated encounter and clinical vignette formats. Simulated encounters were recorded on video and residents' performances were rated by two independent observers using a 23 point checklist. Results: Complete data were available for 24 (73%) of 33 residents who participated in the program. The residents' checklist scores increased significantly from a mean of 48.1 at baseline to 73.9 at follow-up. The increase in the scores on the clinical vignettes was also statistically significant, but of lesser magnitude. Conclusions: A short, focused intervention can have significant impact on residents' communication skills in the setting of an end-of-life objective structured clinical examination (OSCE).
KW - clinical vignette
KW - communication
KW - end-of-life
KW - interpersonal and communication skills
KW - medical education
KW - resident education
KW - simulated encounter
KW - standardized patient
UR - http://www.scopus.com/inward/record.url?scp=80051603716&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=80051603716&partnerID=8YFLogxK
U2 - 10.1177/1049909110391646
DO - 10.1177/1049909110391646
M3 - Article
C2 - 21156658
AN - SCOPUS:80051603716
VL - 28
SP - 328
EP - 334
JO - American Journal of Hospice and Palliative Medicine
JF - American Journal of Hospice and Palliative Medicine
SN - 1049-9091
IS - 5
ER -