Jana Jünger1,2, Dominik Fugmann3, Barbara Hinding4, Ulrike Necknig5, Stefan Bushuven6, Stefanie Zschäbitz7, Nancy Steiner8, Peter Albers8, Markus Giessing8. 1. Institut für Kommunikations- und Prüfungsforschung gGmbH, Heidelberg, Deutschland. 2. Studiengangsleitung Master of Medical Education, Medizinische Fakultät, Universität Heidelberg, Heidelberg, Deutschland. 3. Klinisches Institut für Psychosomatische Medizin und Psychotherapie, Medizinische Fakultät und Universitätsklinikum Düsseldorf, Heinrich-Heine-Universität Düsseldorf, Moorenstr. 5, 40225, Düsseldorf, Deutschland. dominik.fugmann@med.uni-duesseldorf.de. 4. Institut für medizinische und pharmazeutische Prüfungsfragen, Mainz, Deutschland. 5. Rotkreuzklinik Lindenberg, Lindenberg, Deutschland. 6. Institut für Krankenhaushygiene und Infektionsprävention, Gesundheitsverbund Landkreis Konstanz, Konstanz, Deutschland. 7. Abt. Medizinische Klinik VI, Universitätsklinikum Heidelberg, Nationales Centrum für Tumorerkrankungen, Heidelberg, Deutschland. 8. Klinik für Urologie, Medizinische Fakultät und Universitätsklinikum Düsseldorf, Heinrich-Heine-Universität Düsseldorf, Düsseldorf, Deutschland.
Abstract
BACKGROUND: Communication and interprofessional collaboration with patients diagnosed with cancer is challenging. Structured communication training has not yet been integrated into postgraduate medical education. The aim of this study was to evaluate the feasibility of an 80-teaching unit interprofessional communication training (ICT), as recommended in the National Cancer Plan, at a clinic with a uro-oncological focus. METHODS: A needs assessment was conducted using focus groups and individual interviews. Learning objectives were aligned with (inter)national learning objective catalogs. The ICT was developed using the six-step approach according to Kern and design-based research. Utilization and acceptance were evaluated. The ICT comprised six face-to-face workshops (50 teaching units) and team supervision sessions (10 teaching units). Six defined settings were identified for the individual workplace-based training (20 teaching units): Ward rounds, handover, reporting of medical findings, admission and discharge interviews, and a freely choosable setting. RESULTS: Physician participation rates in the workshops were 83.0% and nursing participation rates were 58.3%. Utilization of the workplace-based training was 97%. The physicians evaluated the ICT very positively. All participants felt better prepared for discussions with patients and relatives. For continuity, physicians were trained as mentors. CONCLUSION: The implementation of an ICT with 80 teaching units is successfully feasible in a urological clinic and leads to a sustainable improvement of the communication culture, among other things through mentor training.
BACKGROUND: Communication and interprofessional collaboration with patients diagnosed with cancer is challenging. Structured communication training has not yet been integrated into postgraduate medical education. The aim of this study was to evaluate the feasibility of an 80-teaching unit interprofessional communication training (ICT), as recommended in the National Cancer Plan, at a clinic with a uro-oncological focus. METHODS: A needs assessment was conducted using focus groups and individual interviews. Learning objectives were aligned with (inter)national learning objective catalogs. The ICT was developed using the six-step approach according to Kern and design-based research. Utilization and acceptance were evaluated. The ICT comprised six face-to-face workshops (50 teaching units) and team supervision sessions (10 teaching units). Six defined settings were identified for the individual workplace-based training (20 teaching units): Ward rounds, handover, reporting of medical findings, admission and discharge interviews, and a freely choosable setting. RESULTS: Physician participation rates in the workshops were 83.0% and nursing participation rates were 58.3%. Utilization of the workplace-based training was 97%. The physicians evaluated the ICT very positively. All participants felt better prepared for discussions with patients and relatives. For continuity, physicians were trained as mentors. CONCLUSION: The implementation of an ICT with 80 teaching units is successfully feasible in a urological clinic and leads to a sustainable improvement of the communication culture, among other things through mentor training.
Authors: A Mehnert; T J Hartung; M Friedrich; S Vehling; E Brähler; M Härter; M Keller; H Schulz; K Wegscheider; J Weis; U Koch; H Faller Journal: Psychooncology Date: 2017-06-16 Impact factor: 3.894