BACKGROUND: The Integrated Procedural Performance Instrument (IPPI) uses various bench-top models positioned to standardized patients (SP) to recreate realistic clinical encounters. This study assessed the effectiveness of using an IPPI format as a teaching tool for communication skills. METHOD: Thirty-two participants underwent 2 videotaped IPPI scenarios before randomization into 2 groups--experimental (SP-led feedback) or control (no feedback). Participants then completed 2 further IPPI format scenarios. Videotapes were scored by 2 blinded independent raters using validated assessment scales (communication and technical). RESULTS: The experimental group performed significantly better on the communication scores following feedback compared with the control group (mean 77% vs 66%, P < .05). No difference in scores for technical skills post-intervention were demonstrated (checklist: experimental mean = 64% vs control = 59%, P = .40; global ratings: experimental mean = 66% vs no control = 62%, P = .37). CONCLUSIONS: The IPPI is an effective tool for teaching communication skills in residents and medical students and should be considered for incorporation into undergraduate and surgical curricula.
RCT Entities:
BACKGROUND: The Integrated Procedural Performance Instrument (IPPI) uses various bench-top models positioned to standardized patients (SP) to recreate realistic clinical encounters. This study assessed the effectiveness of using an IPPI format as a teaching tool for communication skills. METHOD: Thirty-two participants underwent 2 videotaped IPPI scenarios before randomization into 2 groups--experimental (SP-led feedback) or control (no feedback). Participants then completed 2 further IPPI format scenarios. Videotapes were scored by 2 blinded independent raters using validated assessment scales (communication and technical). RESULTS: The experimental group performed significantly better on the communication scores following feedback compared with the control group (mean 77% vs 66%, P < .05). No difference in scores for technical skills post-intervention were demonstrated (checklist: experimental mean = 64% vs control = 59%, P = .40; global ratings: experimental mean = 66% vs no control = 62%, P = .37). CONCLUSIONS: The IPPI is an effective tool for teaching communication skills in residents and medical students and should be considered for incorporation into undergraduate and surgical curricula.
Authors: Patricia A Carney; Ryan T Palmer; Marissa Fuqua Miller; Erin K Thayer; Sue E Estroff; Debra K Litzelman; Frances E Biagioli; Cayla R Teal; Ann Lambros; William J Hatt; Jason M Satterfield Journal: Acad Med Date: 2016-05 Impact factor: 6.893
Authors: Eleanor B Peterson; Kimberly A Boland; Kristina A Bryant; Tara F McKinley; Melissa B Porter; Katherine E Potter; Aaron W Calhoun Journal: J Grad Med Educ Date: 2016-12
Authors: Conor Gilligan; Martine Powell; Marita C Lynagh; Bernadette M Ward; Chris Lonsdale; Pam Harvey; Erica L James; Dominique Rich; Sari P Dewi; Smriti Nepal; Hayley A Croft; Jonathan Silverman Journal: Cochrane Database Syst Rev Date: 2021-02-08