Francis J Real1, Dominick DeBlasio2, Andrew F Beck3, Nicholas J Ollberding4, David Davis5, Bradley Cruse5, Zeina Samaan2, Daniel McLinden6, Melissa D Klein3. 1. Division of General and Community Pediatrics, Cincinnati Children's Hospital Medical Center, Cincinnati, Ohio. Electronic address: francis.real@cchmc.org. 2. Division of General and Community Pediatrics, Cincinnati Children's Hospital Medical Center, Cincinnati, Ohio. 3. Division of General and Community Pediatrics, Cincinnati Children's Hospital Medical Center, Cincinnati, Ohio; Division of Hospital Medicine, Cincinnati Children's Hospital Medical Center, Cincinnati, Ohio. 4. Division of Biostatistics and Epidemiology, Cincinnati Children's Hospital Medical Center, Cincinnati, Ohio. 5. Division of Learning and Development, Cincinnati Children's Hospital Medical Center, Cincinnati, Ohio. 6. Division of General and Community Pediatrics, Cincinnati Children's Hospital Medical Center, Cincinnati, Ohio; Division of Learning and Development, Cincinnati Children's Hospital Medical Center, Cincinnati, Ohio.
Abstract
OBJECTIVE:Influenza vaccine hesitancy is common in the primary care setting. Though physicians can affect caregivers' attitudes toward vaccination, physicians report uneasiness discussing vaccine hesitancy. Few studies have targeted physician-patient communication training as a means to decrease vaccination refusal. METHODS: An immersive virtual reality (VR) curriculum was created to teach pediatric residents communication skills when discussing influenza vaccine hesitancy. This pilot curriculum consisted of 3 VR simulations during which residents counseled graphical character representatives (avatars) who expressed vaccine hesitancy. Participants were randomized to the intervention (n = 24) or control (n = 21) group. Only residents in the intervention group underwent the VR curriculum. Impact of the curriculum was assessed through difference in influenza vaccine refusal rates between the intervention and control groups in the 3 months after the VR curriculum. RESULTS:Participants included postgraduate level (PL) 2 and PL3 pediatric residents. All eligible residents (n = 45) participated; thesurvey response rate was 100%. In patients aged 6 to 59 months, residents in the intervention group had a decreased rate of influenza vaccination refusal in the postcurriculum period compared to the control group (27.8% vs 37.1%; P = .03). CONCLUSIONS: Immersive VR may be an effective modality to teach communication skills to medical trainees. Next steps include evaluation of the curriculum in a larger, multisite trial.
RCT Entities:
OBJECTIVE: Influenza vaccine hesitancy is common in the primary care setting. Though physicians can affect caregivers' attitudes toward vaccination, physicians report uneasiness discussing vaccine hesitancy. Few studies have targeted physician-patient communication training as a means to decrease vaccination refusal. METHODS: An immersive virtual reality (VR) curriculum was created to teach pediatric residents communication skills when discussing influenza vaccine hesitancy. This pilot curriculum consisted of 3 VR simulations during which residents counseled graphical character representatives (avatars) who expressed vaccine hesitancy. Participants were randomized to the intervention (n = 24) or control (n = 21) group. Only residents in the intervention group underwent the VR curriculum. Impact of the curriculum was assessed through difference in influenza vaccine refusal rates between the intervention and control groups in the 3 months after the VR curriculum. RESULTS:Participants included postgraduate level (PL) 2 and PL3 pediatric residents. All eligible residents (n = 45) participated; the survey response rate was 100%. In patients aged 6 to 59 months, residents in the intervention group had a decreased rate of influenza vaccination refusal in the postcurriculum period compared to the control group (27.8% vs 37.1%; P = .03). CONCLUSIONS: Immersive VR may be an effective modality to teach communication skills to medical trainees. Next steps include evaluation of the curriculum in a larger, multisite trial.
Authors: Peter G Szilagyi; Christina S Albertin; Alison W Saville; Rebecca Valderrama; Abigail Breck; Laura Helmkamp; Xinkai Zhou; Sitaram Vangala; L Miriam Dickinson; Chi-Hong Tseng; Jonathan D Campbell; Melanie D Whittington; Heather Roth; Cynthia M Rand; Sharon G Humiston; Dina Hoefer; Allison Kempe Journal: J Pediatr Date: 2020-06 Impact factor: 4.406
Authors: Francis J Real; Anna M Hood; David Davis; Bradley Cruse; Melissa Klein; Yolanda Johnson; Emily McTate; William B Brinkman; Rogelle Hackworth; Kenyon Hackworth; Charles T Quinn; Lori E Crosby Journal: J Pediatr Hematol Oncol Date: 2022-04-01 Impact factor: 1.289
Authors: Anna M Hood; Heather Strong; Cara Nwankwo; Yolanda Johnson; James Peugh; Constance A Mara; Lisa M Shook; William B Brinkman; Francis J Real; Melissa D Klein; Rogelle Hackworth; Sherif M Badawy; Alexis A Thompson; Jean L Raphael; Amber M Yates; Kim Smith-Whitley; Allison A King; Cecelia Calhoun; Susan E Creary; Connie M Piccone; Aimee K Hildenbrand; Steven K Reader; Lynne Neumayr; Emily R Meier; Amy E Sobota; Sohail Rana; Maria Britto; Kay L Saving; Marsha Treadwell; Charles T Quinn; Russell E Ware; Lori E Crosby Journal: JMIR Res Protoc Date: 2021-05-21
Authors: Arati Kelekar; Ida Rubino; Maurice Kavanagh; Robin Lewis-Bedz; Gabrielle LeClerc; Leon Pedell; Nelia Afonso Journal: Med Sci Educ Date: 2022-01-21