Gillian King1, Michelle Servais2, Tracy A Shepherd2,3, Colleen Willoughby2, Linda Bolack2, Sheila Moodie4, Patricia Baldwin2, Deborah Strachan5, Kerry Knickle6, Madhu Pinto1, Kathryn Parker3, Nancy McNaughton6. 1. a Bloorview Research Institute, University of Toronto , Toronto , Ontario , Canada. 2. b Thames Valley Children's Centre , London , Ontario , Canada. 3. c Holland Bloorview Kids Rehabilitation Hospital , Toronto , Ontario , Canada. 4. d School of Communication Sciences and Disorders, Western University , London , Ontario , Canada. 5. e Independent Consultant , London , Ontario , Canada , and. 6. f Standardized Patient Program, University of Toronto , Toronto , Ontario , Canada.
Abstract
OBJECTIVE: To prepare for an RCT by examining the effects of an educational intervention on the listening skills of pediatric rehabilitation clinicians, piloting study procedures, and investigating participants' learning experiences. METHODS: Six experienced clinicians received the intervention, consisting of video simulations and solution-focused coaching regarding personal listening goals. Self- and observer-rated measures of listening skill were completed and qualitative information was gathered in interviews and a member checking session. RESULTS: Significant change on self-reported listening skills was found from pre- to post-test and/or follow-up. The pilot provided useful information to improve the study protocol, including the addition of an initial orientation to listening skills. Participants found the intervention to be a highly valuable and intense learning experience, and reported immediate changes to their clinical and interprofessional practice. CONCLUSION: The educational intervention has the potential to be an effective means to enhance the listening skills of practicing pediatric rehabilitation clinicians.
OBJECTIVE: To prepare for an RCT by examining the effects of an educational intervention on the listening skills of pediatric rehabilitation clinicians, piloting study procedures, and investigating participants' learning experiences. METHODS: Six experienced clinicians received the intervention, consisting of video simulations and solution-focused coaching regarding personal listening goals. Self- and observer-rated measures of listening skill were completed and qualitative information was gathered in interviews and a member checking session. RESULTS: Significant change on self-reported listening skills was found from pre- to post-test and/or follow-up. The pilot provided useful information to improve the study protocol, including the addition of an initial orientation to listening skills. Participants found the intervention to be a highly valuable and intense learning experience, and reported immediate changes to their clinical and interprofessional practice. CONCLUSION: The educational intervention has the potential to be an effective means to enhance the listening skills of practicing pediatric rehabilitation clinicians.
Entities:
Keywords:
Coaching; communication skills; intervention; listening; pediatric rehabilitation; professional development; simulation
Authors: Daniel Hayes; Julian Edbrooke-Childs; Kate Martin; Joanna Reid; Rob Brown; Jessie McCulloch; Louise Morton Journal: Clin Teach Date: 2019-11-10