Are Pediatric Critical Care Medicine Fellowships Teaching and Evaluating Communication and Professionalism?

Overview

Journal Pediatr Crit Care Med

Specialty Pediatrics

Date 2013 Jul 23

PMID 23867427

Citations 9

Authors

David A Turner

Richard B Mink

K Jane Lee

Margaret K Winkler

Sara L Ross

Christoph P Hornik

Jennifer J Schuette

Katherine Mason

Stephanie A Storgion

Denise M Goodman

Affiliations

Soon will be listed here.

Abstract

Objectives: To describe the teaching and evaluation modalities used by pediatric critical care medicine training programs in the areas of professionalism and communication.

Design: Cross-sectional national survey.

Setting: Pediatric critical care medicine fellowship programs.

Subjects: Pediatric critical care medicine program directors.

Interventions: None.

Measurements And Main Results: Survey response rate was 67% of program directors in the United States, representing educators for 73% of current pediatric critical care medicine fellows. Respondents had a median of 4 years experience, with a median of seven fellows and 12 teaching faculty in their program. Faculty role modeling or direct observation with feedback were the most common modalities used to teach communication. However, six of the eight (75%) required elements of communication evaluated were not specifically taught by all programs. Faculty role modeling was the most commonly used technique to teach professionalism in 44% of the content areas evaluated, and didactics was the technique used in 44% of other professionalism content areas. Thirteen of the 16 required elements of professionalism (81%) were not taught by all programs. Evaluations by members of the healthcare team were used for assessment for both competencies. The use of a specific teaching technique was not related to program size, program director experience, or training in medical education.

Conclusions: A wide range of techniques are currently used within pediatric critical care medicine to teach communication and professionalism, but there are a number of required elements that are not specifically taught by fellowship programs. These areas of deficiency represent opportunities for future investigation and improved education in the important competencies of communication and professionalism.

Citing Articles

Communication Training in Adult and Pediatric Critical Care Medicine. A Systematic Review.

Mendez M, Patel H, Talan J, Doering M, Chiarchiaro J, Sternschein R ATS Sch. 2021; 1(3):316-330.

PMID: 33870298 PMC: 8043309. DOI: 10.34197/ats-scholar.2019-0017RE.

Development and validation of The Breaking Bad News Attitudes Scale.

Dos Santos K, Gremigni P, Casu G, Zaia V, Montagna E BMC Med Educ. 2021; 21(1):196.

PMID: 33827548 PMC: 8028222. DOI: 10.1186/s12909-021-02636-5.

Self-Assessment of Preparedness among Critical Care Trainees Transitioning from Fellowship to Practice.

Watkins L, DiMeglio M, Laudanski K Healthcare (Basel). 2019; 7(2).

PMID: 31151167 PMC: 6628175. DOI: 10.3390/healthcare7020074.

Objective Evaluation of a Simulation Course for Residents in the Pediatric Emergency Medicine Department: Breaking Bad News.

Yuan Y, Scott S, Van Horn N, Oke O, Okada P Cureus. 2019; 11(1):e3903.

PMID: 30911458 PMC: 6424552. DOI: 10.7759/cureus.3903.

An Intensive, Simulation-Based Communication Course for Pediatric Critical Care Medicine Fellows.

Johnson E, Hamilton M, Watson R, Claxton R, Barnett M, Thompson A Pediatr Crit Care Med. 2017; 18(8):e348-e355.

PMID: 28796716 PMC: 5648007. DOI: 10.1097/PCC.0000000000001241.

References

Veloski J, Fields S, Boex J, Blank L . Measuring professionalism: a review of studies with instruments reported in the literature between 1982 and 2002. Acad Med. 2005; 80(4):366-70. DOI: 10.1097/00001888-200504000-00014. View

Sullivan C, Ellison S, Quaintance J, Arnold L, Godrey P . Development of a communication curriculum for emergency medicine residents. Teach Learn Med. 2010; 21(4):327-33. DOI: 10.1080/10401330903228604. View

Cruess R, Herold McIlroy J, Cruess S, Ginsburg S, Steinert Y . The Professionalism Mini-evaluation Exercise: a preliminary investigation. Acad Med. 2006; 81(10 Suppl):S74-8. DOI: 10.1097/00001888-200610001-00019. View

Lynch D, Surdyk P, Eiser A . Assessing professionalism: a review of the literature. Med Teach. 2004; 26(4):366-73. DOI: 10.1080/01421590410001696434. View

van Mook W, Gorter S, OSullivan H, Wass V, Schuwirth L, van der Vleuten C . Approaches to professional behaviour assessment: tools in the professionalism toolbox. Eur J Intern Med. 2009; 20(8):e153-7. DOI: 10.1016/j.ejim.2009.07.012. View

Duffy F, Gordon G, Whelan G, Cole-Kelly K, Frankel R, Buffone N . Assessing competence in communication and interpersonal skills: the Kalamazoo II report. Acad Med. 2004; 79(6):495-507. DOI: 10.1097/00001888-200406000-00002. View

Elcin M, Odabasi O, Gokler B, Sayek I, Akova M, Kiper N . Developing and evaluating professionalism. Med Teach. 2006; 28(1):36-9. DOI: 10.1080/01421590500139091. View

Christner J, Stansfield R, H Schiller J, Madenci A, Keefer P, Pituch K . Use of simulated electronic mail (e-mail) to assess medical student knowledge, professionalism, and communication skills. Acad Med. 2010; 85(10 Suppl):S1-4. DOI: 10.1097/ACM.0b013e3181ed45f8. View

Cruess S, Cruess R, Steinert Y . Role modelling--making the most of a powerful teaching strategy. BMJ. 2008; 336(7646):718-21. PMC: 2276302. DOI: 10.1136/bmj.39503.757847.BE. View

10.

Subramanian A, Timberlake M, Mittakanti H, Lara M, Brandt M . Novel educational approach for medical students: improved retention rates using interactive medical software compared with traditional lecture-based format. J Surg Educ. 2012; 69(2):253-6. DOI: 10.1016/j.jsurg.2011.12.007. View

11.

Carraccio C, Englander R . Innovation in pediatric education: the path to transforming pediatric graduate medical education. Pediatrics. 2010; 125(4):617-8. DOI: 10.1542/peds.2009-3654. View

12.

Prislin M, Lie D, Shapiro J, Boker J, Radecki S . Using standardized patients to assess medical students' professionalism. Acad Med. 2001; 76(10 Suppl):S90-2. DOI: 10.1097/00001888-200110001-00030. View

13.

Walsh Lang C, Smith P, Friedman Ross L . Ethics and professionalism in the pediatric curriculum: a survey of pediatric program directors. Pediatrics. 2009; 124(4):1143-51. DOI: 10.1542/peds.2009-0658. View

14.

Wilkinson T, Wade W, Knock L . A blueprint to assess professionalism: results of a systematic review. Acad Med. 2009; 84(5):551-8. DOI: 10.1097/ACM.0b013e31819fbaa2. View

15.

Hochberg M, Berman R, Kalet A, Zabar S, Gillespie C, Pachter H . The professionalism curriculum as a cultural change agent in surgical residency education. Am J Surg. 2011; 203(1):14-20. DOI: 10.1016/j.amjsurg.2011.05.007. View

16.

Larkin G, Binder L, Houry D, Adams J . Defining and evaluating professionalism: a core competency for graduate emergency medicine education. Acad Emerg Med. 2002; 9(11):1249-56. DOI: 10.1111/j.1553-2712.2002.tb01585.x. View

17.

van Mook W, van Luijk S, OSullivan H, Wass V, Zwaveling J, Schuwirth L . The concepts of professionalism and professional behaviour: conflicts in both definition and learning outcomes. Eur J Intern Med. 2009; 20(4):e85-9. DOI: 10.1016/j.ejim.2008.10.006. View

18.

Kersun L, Gyi L, Morrison W . Training in difficult conversations: a national survey of pediatric hematology-oncology and pediatric critical care physicians. J Palliat Med. 2009; 12(6):525-30. DOI: 10.1089/jpm.2008.0251. View

19.

Yudkowsky R, Downing S, Sandlow L . Developing an institution-based assessment of resident communication and interpersonal skills. Acad Med. 2006; 81(12):1115-22. DOI: 10.1097/01.ACM.0000246752.00689.bf. View

20.

Hobgood C, Promes S, Wang E, Moriarity R, Goyal D . Outcome assessment in emergency medicine--a beginning: results of the Council of Emergency Medicine Residency Directors (CORD) emergency medicine consensus workgroup on outcome assessment. Acad Emerg Med. 2008; 15(3):267-77. DOI: 10.1111/j.1553-2712.2008.00046.x. View