Background: The objective structured clinical examination (OSCE) can be used to evaluate the Accreditation Council for Graduate Medical Education Core Competencies of Professionalism and Interpersonal and Communication Skills. The aim of this study was to describe general surgery resident performance on a "difficult conversation" OSCE.
Methods: In this prospective study, junior and senior residents participated in a 2-station OSCE. Junior stations involved discussing operative risks and benefits and breaking bad news. Senior stations involved discussing goals of care and discussing transition to comfort measures only status. Residents completed post-OSCE checklist and Likert-based self-evaluations of experience, comfort, and confidence. Trained standardized patients (SPs) evaluated residents using communication skill-based checklists and Likert-based assessments. Pearson correlation coefficients were determined between self-assessment and SP assessment. Mann-Whitney U tests were conducted between junior and senior resident variables, using α = 0.05.
Results: There were 27 junior residents (age 28.1 ± 1.9 years [29.6% female]) and 27 senior residents (age 32.1 ± 2.5 years [26.9% female]). The correlation of self-assessment and SP assessment of overall communication skills by junior residents was -0.32 on the risks and benefits case and 0.07 on the breaking bad news case. The correlation of self-assessment and SP assessment of overall communication skills by senior residents was 0.30 on the goals of care case and 0.26 on the comfort measures only case. SP assessments showed that junior residents had higher overall communication skills than senior residents (p = 0.03). Senior residents perceived that having difficult conversations was more level appropriate (p < 0.001), and they were less nervous having difficult conversations (p < 0.01) than junior residents.
Conclusions: We found that residents perform difficult conversations well, that subjective and objective skills are correlated, and that skills-based training is needed across all residency levels. This well-received method may be used to observe, document, and provide resident feedback for these important skills.
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http://dx.doi.org/10.1016/j.jsurg.2013.09.020 | DOI Listing |
JMIR Med Inform
January 2025
Department of Science and Education, Shenzhen Baoan Women's and Children's Hospital, Shenzhen, China.
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November 2024
Cochrane Czech Republic, Czech Republic: A JBI Centre of Excellence, Czech GRADE Network, Institute of Health Information and Statistics of the Czech Republic, Prague, Czech Republic.
Introduction: In health care, effective communication enhances teamwork and safety by minimizing adverse events. Evidence suggests that ongoing education should include communication skills training, as interprofessional communication relies on tools that facilitate seamless interaction.
Objective: This project aimed to improve communication practices among nurses in a long-term care unit by promoting evidence-based recommendations.
Top Stroke Rehabil
January 2025
Center for Rehabilitation Outcomes Research, Shirley Ryan AbilityLab, Chicago, IL, USA.
Background: Self-management interventions empower individuals to manage their chronic conditions and daily life after stroke. However, traditional in-person self-management interventions often face transportation and geographical barriers. Digital interventions may offer a solution to address this gap.
View Article and Find Full Text PDFSleep
January 2025
Department of Psychiatry, Shiga University of Medical Science, Otsu, Japan.
Study Objectives: Exploding head syndrome (EHS) is a parasomnia characterized by the perception of loud noises, or explosions inside the head during the sleep-to-wake transition. The prevalence of EHS remains unclear. This survey aimed to elucidate the prevalence of and factors associated with EHS in this cohort.
View Article and Find Full Text PDFJ Psycholinguist Res
January 2025
Department of Chinese Language Studies, Centre for Research on Chinese Language and Education, The Education University of Hong Kong, Tai Po, N.T, Hong Kong.
Word recognition is a fundamental reading skill that relies on various linguistic and cognitive abilities. While executive functions (EF) have gained attention for their importance in developing literacy skills, their interaction with domain-specific skills in facilitating reading among different learner groups remains understudied. This study examines the relationship between EF, orthographic awareness, morphological awareness, and Chinese word recognition in 204 Chinese as a second language (CSL) students and 419 native Chinese primary students.
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