BACKGROUND: Disclosure of medical errors is important to patients and physicians, but formal disclosure training during the graduate medical education curriculum is limited. OBJECTIVE: We examined resident competence related to error disclosure, using standardized patient (SP) ratings of resident communication skills. METHODS: All first-year residents from medicine, radiology, emergency medicine, orthopedic surgery, and neurological surgery completed a 20-minute simulated session in which they were provided background information on a medical error they had made and were asked to disclose the error to an SP acting as a family member. Residents were then debriefed and completed a postscenario questionnaire. The SPs completed an 11-item communication assessment and 3 milestone rating tools on professionalism (PROF-1, PROF-3) and interpersonal and communication skills (ICS-1). RESULTS: Ninety-six residents from a single institution participated toward the end of the intern year. Communication assessment scores ranged from 23% to 100% (mean [SD], 80.6 [17.0]). Mean (SD) milestone ratings across specialties were 2.80 ± 0.92 for PROF-1, 2.48 ± 0.92 for PROF-3, and 2.45 ± 0.92 for ICS-1. One-way analysis of variance revealed no significant differences among specialties on milestone or communication ratings. Residents who accepted personal responsibility for the error (84.55 [14.06]) received significantly higher communication ratings from SPs compared with residents who did not (66.67 [19.52], P < .001). CONCLUSIONS: This SP assessment of error disclosure by first-year residents from multiple specialties was feasible and acceptable. It revealed areas of improvement as well as considerable variation in communication skills and professionalism among residents.
BACKGROUND: Disclosure of medical errors is important to patients and physicians, but formal disclosure training during the graduate medical education curriculum is limited. OBJECTIVE: We examined resident competence related to error disclosure, using standardized patient (SP) ratings of resident communication skills. METHODS: All first-year residents from medicine, radiology, emergency medicine, orthopedic surgery, and neurological surgery completed a 20-minute simulated session in which they were provided background information on a medical error they had made and were asked to disclose the error to an SP acting as a family member. Residents were then debriefed and completed a postscenario questionnaire. The SPs completed an 11-item communication assessment and 3 milestone rating tools on professionalism (PROF-1, PROF-3) and interpersonal and communication skills (ICS-1). RESULTS: Ninety-six residents from a single institution participated toward the end of the intern year. Communication assessment scores ranged from 23% to 100% (mean [SD], 80.6 [17.0]). Mean (SD) milestone ratings across specialties were 2.80 ± 0.92 for PROF-1, 2.48 ± 0.92 for PROF-3, and 2.45 ± 0.92 for ICS-1. One-way analysis of variance revealed no significant differences among specialties on milestone or communication ratings. Residents who accepted personal responsibility for the error (84.55 [14.06]) received significantly higher communication ratings from SPs compared with residents who did not (66.67 [19.52], P < .001). CONCLUSIONS: This SP assessment of error disclosure by first-year residents from multiple specialties was feasible and acceptable. It revealed areas of improvement as well as considerable variation in communication skills and professionalism among residents.
Authors: Lauris C Kaldjian; Elizabeth W Jones; Barry J Wu; Valerie L Forman-Hoffman; Benjamin H Levi; Gary E Rosenthal Journal: J Gen Intern Med Date: 2007-05-01 Impact factor: 5.128
Authors: Andrew A White; Thomas H Gallagher; Melissa J Krauss; Jane Garbutt; Amy D Waterman; W Claiborne Dunagan; Victoria J Fraser; Wendy Levinson; Eric B Larson Journal: Acad Med Date: 2008-03 Impact factor: 6.893