REGULAR CONTENT
Final ID
442
Type
Original Scientific Research-Oral or Pos
Authors
J Meek1, K Carlson1, L Deloney1, M Meek1
Institutions
1University of Arkansas for Medical Sciences, Little Rock, AR
Purpose
Radiology trainees are expected to effectively communicate with patients, families, and the public on a variety of issues. Although communication is the most commonly used medical skill, most radiologists have minimal formal training. Proven techniques, including steps to effectively deliver bad news and pitfalls that should be avoided, can be taught and learned. Role playing and standardized patients (SPs) are effective at enhancing communication skills, and tools such as the SPIKES (Setting, Perception, Invitation, Knowledge, Emotions, Strategy, and Summary) method have structured the delivery of bad news.
Materials & Methods
We developed a highly consolidated simulation-based training course to prepare trainees for these types of situations. Learners had a pre-reading assignment and attended a one-hour didactic conference to learn the SPIKES 6-step protocol and view a video demonstration of communication techniques. Then residents worked in pairs and had 3 ten-minute encounters with standardized patients: (1) breast cancer diagnosis, (2) trauma patient death, (3) anencephaly on ultrasound. The fellows had trauma patient death and HHT embolization.
Results
A total of 29 diagnostic radiology residents and 2 fellows participated in the training. SPs scored the encounters over 10 domains of physician-patient communication using a 5-point Likert scale (1= poor to 5=excellent). The average communication score for the group was 91.2% with 8 participants scoring 100%. The average time to complete the encounters was Anencephaly (5 minutes), Breast Cancer (7 minutes), HHT Embolization (12 minutes), and Trauma Patient Death (10 minutes).Learners were asked for feedback about the course. Qualitative responses confirmed the realistic feel of the encounters. Most agreed that they learned important communication techniques and would be better able to handle difficult situations.
Conclusions
Before this curriculum, trainees had minimal education in delivering bad news. The didactic and experiential learning based curriculum used for the radiology trainees improved their confidence in delivering bad news, and it demonstrated a need for more communication training in residency.
Final ID
442
Type
Original Scientific Research-Oral or Pos
Authors
J Meek1, K Carlson1, L Deloney1, M Meek1
Institutions
1University of Arkansas for Medical Sciences, Little Rock, AR
Purpose
Radiology trainees are expected to effectively communicate with patients, families, and the public on a variety of issues. Although communication is the most commonly used medical skill, most radiologists have minimal formal training. Proven techniques, including steps to effectively deliver bad news and pitfalls that should be avoided, can be taught and learned. Role playing and standardized patients (SPs) are effective at enhancing communication skills, and tools such as the SPIKES (Setting, Perception, Invitation, Knowledge, Emotions, Strategy, and Summary) method have structured the delivery of bad news.
Materials & Methods
We developed a highly consolidated simulation-based training course to prepare trainees for these types of situations. Learners had a pre-reading assignment and attended a one-hour didactic conference to learn the SPIKES 6-step protocol and view a video demonstration of communication techniques. Then residents worked in pairs and had 3 ten-minute encounters with standardized patients: (1) breast cancer diagnosis, (2) trauma patient death, (3) anencephaly on ultrasound. The fellows had trauma patient death and HHT embolization.
Results
A total of 29 diagnostic radiology residents and 2 fellows participated in the training. SPs scored the encounters over 10 domains of physician-patient communication using a 5-point Likert scale (1= poor to 5=excellent). The average communication score for the group was 91.2% with 8 participants scoring 100%. The average time to complete the encounters was Anencephaly (5 minutes), Breast Cancer (7 minutes), HHT Embolization (12 minutes), and Trauma Patient Death (10 minutes).Learners were asked for feedback about the course. Qualitative responses confirmed the realistic feel of the encounters. Most agreed that they learned important communication techniques and would be better able to handle difficult situations.
Conclusions
Before this curriculum, trainees had minimal education in delivering bad news. The didactic and experiential learning based curriculum used for the radiology trainees improved their confidence in delivering bad news, and it demonstrated a need for more communication training in residency.