Danielle Parham1,2,3,4, Danielle Reed5,6, Arielle Olicker7,8, Fey Parrill9, Jotishna Sharma5,6, Jessica Brunkhorst5,6, Janelle Noel-MacDonnell5,10, Kristin Voos7,8,5,6. 1. Department of Pediatrics, University of Cincinnati College of Medicine, Cincinnati, OH, USA. Danielle.Parham@cchmc.org. 2. Division of Neonatology, Cincinnati Children's Hospital Medical Center, Cincinnati, OH, USA. Danielle.Parham@cchmc.org. 3. Department of Pediatrics, Case Western Reserve University School of Medicine, Cleveland, OH, USA. Danielle.Parham@cchmc.org. 4. Division of Neonatology, University Hospitals Cleveland Medical Center Rainbow Babies and Children's Hospital, Cleveland, OH, USA. Danielle.Parham@cchmc.org. 5. Department of Pediatrics, University of Missouri-Kansas City School of Medicine, Kansas City, MO, USA. 6. Division of Neonatology, Children's Mercy Hospital, Kansas City, MO, USA. 7. Department of Pediatrics, Case Western Reserve University School of Medicine, Cleveland, OH, USA. 8. Division of Neonatology, University Hospitals Cleveland Medical Center Rainbow Babies and Children's Hospital, Cleveland, OH, USA. 9. Department of Cognitive Science, Case Western Reserve University, Cleveland, OH, USA. 10. Division of Health Services and Outcomes Research, Children's Mercy Hospital, Kansas City, MO, USA.
Abstract
OBJECTIVE: To determine whether the use of family members as educators in a structured educational intervention would increase neonatology fellows' confidence in performing core communication skills targeted to guide family decision-making. STUDY DESIGN: Neonatology fellows at two centers participated in simulation-based training utilizing formally trained family members of former patients. Fellows completed self-assessment surveys before participating, immediately following participation, and 1-month following the training. Family members also evaluated fellow communication. RESULTS: For each core competency assessed, there was a statistically significant increase in self-perceived preparedness from pre-course to post-course assessments. Fellows additionally endorsed using skills learned in the curriculum in daily clinical practice. Family educators rated fellow communication highest in empathetic listening and nonverbal communication. CONCLUSIONS: Participation in a communication skills curriculum utilizing formally trained family members as educators for medical trainees successfully increased fellows' self-perceived preparedness in selected core competencies in communication. Family educators provided useful, generalizable feedback.
OBJECTIVE: To determine whether the use of family members as educators in a structured educational intervention would increase neonatology fellows' confidence in performing core communication skills targeted to guide family decision-making. STUDY DESIGN: Neonatology fellows at two centers participated in simulation-based training utilizing formally trained family members of former patients. Fellows completed self-assessment surveys before participating, immediately following participation, and 1-month following the training. Family members also evaluated fellow communication. RESULTS: For each core competency assessed, there was a statistically significant increase in self-perceived preparedness from pre-course to post-course assessments. Fellows additionally endorsed using skills learned in the curriculum in daily clinical practice. Family educators rated fellow communication highest in empathetic listening and nonverbal communication. CONCLUSIONS: Participation in a communication skills curriculum utilizing formally trained family members as educators for medical trainees successfully increased fellows' self-perceived preparedness in selected core competencies in communication. Family educators provided useful, generalizable feedback.