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Teaching Communication as a Procedure by Utilizing a Mixed-Methods Curriculum: A Pilot Study
Journal article   Open access   Peer reviewed

Teaching Communication as a Procedure by Utilizing a Mixed-Methods Curriculum: A Pilot Study

Carly Levy, Maria Carmen G. Diaz and Mindy Dickerman
Curēus (Palo Alto, CA), v 14(6), 25597
02 Jun 2022
DOI: https://doi.org/10.7759/cureus.25597
PMID: 35795504
Featured in Collection :   UN Sustainable Development Goals @ Drexel
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https://doi.org/10.7759/cureus.25597View
Published, Version of Record (VoR) Open

Abstract

General & Internal Medicine Life Sciences & Biomedicine Medicine, General & Internal Science & Technology
Objective In this study, we aimed to develop and pilot a mixed-methods curriculum among pediatric subspecialty fellows that combined didactics, role-play, and bedside coaching with a procedure card. We hypothesized that this curriculum would improve fellows' ability to navigate difficult conversations and would be feasible to implement across training programs. Methods This study was conducted from 2019 to 2020. Phase 1 focused on establishing baseline performance. Phase 2 involved the education of participants and faculty. During phase 3, participants communicated difficult news to patients and families using the procedure card as a prompt with the aid of faculty coaching. Six months later, participants' performance was re-evaluated and compared with baseline performance. Results A total of 10 out of 17 (60%) participants completed the pilot study. Likert self-efficacy results revealed an improvement in the skill of delivering difficult news (3.0 pre-intervention, 4.1 post-intervention, p=0.0001), conducting a family conference (2.5 pre-intervention, 3.6 post-intervention, p=0.0001), and responding to emotions (3.4 pre-intervention, 4.2 post-intervention, p=0.0003). Investigator assessments showed improvement in fellows' ability to communicate information clearly (2.5 pre-intervention, 3.9 post intervention, p=0.0001) and demonstrate empathy (2.7 pre-intervention, 3.3 post-intervention, p=0.005). Conclusions In this pilot study, coaching at the bedside with a procedure-card prompt was effective at improving specific self-perceived and observed communication skills. Future research is needed to evaluate modifications to this curriculum to enhance its feasibility.

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