Building Rapport and Earning the Surgical Patient's Trust in the Era of Social Distancing: Teaching Patient-Centered Communication During Video Conference Encounters to Medical Students.
Identifieur interne : 000225 ( Main/Exploration ); précédent : 000224; suivant : 000226Building Rapport and Earning the Surgical Patient's Trust in the Era of Social Distancing: Teaching Patient-Centered Communication During Video Conference Encounters to Medical Students.
Auteurs : Anna B. Newcomb [États-Unis] ; Margaret Duval ; Sharon L. Bachman [États-Unis] ; Denise Mohess [États-Unis] ; Jonathan Dort [États-Unis] ; Muneera R. Kapadia [États-Unis]Source :
- Journal of surgical education [ 1878-7452 ] ; 2020.
Abstract
BACKGROUND
Effective physician communication improves care, and many medical schools and residency programs have adopted communication focused curricula. The COVID-19 pandemic has shifted the doctor-patient communication paradigm with the rapid adoption of video-based medical appointments by the majority of the medical community. The pandemic has also necessitated a sweeping move to online learning, including teaching and facilitating the practice of communication skills remotely. We aimed to identify effective techniques for surgeons to build relationships during a video consult, and to design and pilot a class that increased student skill in communicating during a video consult.
METHODS
Fourth-year medical students matched into a surgical internship attended a 2-hour class virtually. The class provided suggestions for building rapport and earning trust with patients and families by video, role play sessions with a simulated patient, and group debriefing and feedback. A group debriefing generated lessons learned and best practices for telemedicine communication in surgery.
RESULTS
Students felt the class introduced new skills and reinforced current ones; most reported higher self-confidence in target communication skills following the module. Students were particularly appreciative of opportunity for direct observation of skills and immediate faculty feedback, noting that the intimate setting was unique and valuable. Several elements of virtual communications required increased focus to communicate empathy and concern. Proper lighting and positioning relative to the camera were particularly important and body movement required "narration" to minimize misinterpretation. A patient's distress was more difficult to interpret; asking direct questions was recommended to understand the patient's emotional state.
CONCLUSIONS
There is a need to teach video-conference communication skills to enable surgical teams to build rapport in this distinct form of consultation. Our training plan appears effective at engaging learners and improving skills and confidence, and identifies areas of focus when teaching virtual communication skills.
DOI: 10.1016/j.jsurg.2020.06.018
PubMed: 32709566
PubMed Central: PMC7373024
Affiliations:
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Newcomb</name><affiliation wicri:level="2"><nlm:affiliation>Inova Fairfax Medical Campus, Division of Trauma Acute Care Surgery, Falls Church, Virginia. Electronic address: anna.newcomb@inova.org.</nlm:affiliation><country xml:lang="fr">États-Unis</country><placeName><region type="state">Virginie</region></placeName><wicri:cityArea>Inova Fairfax Medical Campus, Division of Trauma Acute Care Surgery, Falls Church</wicri:cityArea></affiliation></author><author><name sortKey="Duval, Margaret" sort="Duval, Margaret" uniqKey="Duval M" first="Margaret" last="Duval">Margaret Duval</name><affiliation><nlm:affiliation>George Washington School of Medicine and Health Sciences, Washington, District of Columbia.</nlm:affiliation><wicri:noCountry code="subField">District of Columbia</wicri:noCountry></affiliation></author><author><name sortKey="Bachman, Sharon L" sort="Bachman, Sharon L" uniqKey="Bachman S" first="Sharon L" last="Bachman">Sharon L. Bachman</name><affiliation wicri:level="2"><nlm:affiliation>Inova Fairfax Medical Campus, Department of Surgery, Falls Church, Virginia.</nlm:affiliation><country xml:lang="fr">États-Unis</country><placeName><region type="state">Virginie</region></placeName><wicri:cityArea>Inova Fairfax Medical Campus, Department of Surgery, Falls Church</wicri:cityArea></affiliation></author><author><name sortKey="Mohess, Denise" sort="Mohess, Denise" uniqKey="Mohess D" first="Denise" last="Mohess">Denise Mohess</name><affiliation wicri:level="2"><nlm:affiliation>Inova Fairfax Medical Campus, Department of Medicine, Falls Church, Virginia.</nlm:affiliation><country xml:lang="fr">États-Unis</country><placeName><region type="state">Virginie</region></placeName><wicri:cityArea>Inova Fairfax Medical Campus, Department of Medicine, Falls Church</wicri:cityArea></affiliation></author><author><name sortKey="Dort, Jonathan" sort="Dort, Jonathan" uniqKey="Dort J" first="Jonathan" last="Dort">Jonathan Dort</name><affiliation wicri:level="2"><nlm:affiliation>Inova Fairfax Medical Campus, Department of Surgery, Falls Church, Virginia.</nlm:affiliation><country xml:lang="fr">États-Unis</country><placeName><region type="state">Virginie</region></placeName><wicri:cityArea>Inova Fairfax Medical Campus, Department of Surgery, Falls Church</wicri:cityArea></affiliation></author><author><name sortKey="Kapadia, Muneera R" sort="Kapadia, Muneera R" uniqKey="Kapadia M" first="Muneera R" last="Kapadia">Muneera R. Kapadia</name><affiliation wicri:level="2"><nlm:affiliation>University of North Carolina at Chapel Hill, Department of Surgery, Chapel Hill, North Carolina.</nlm:affiliation><country xml:lang="fr">États-Unis</country><placeName><region type="state">Caroline du Nord</region></placeName><wicri:cityArea>University of North Carolina at Chapel Hill, Department of Surgery, Chapel Hill</wicri:cityArea></affiliation></author></analytic><series><title level="j">Journal of surgical education</title><idno type="eISSN">1878-7452</idno><imprint><date when="2020" type="published">2020</date></imprint></series></biblStruct></sourceDesc></fileDesc><profileDesc><textClass></textClass></profileDesc></teiHeader><front><div type="abstract" xml:lang="en"><p><b>BACKGROUND</b></p><p>Effective physician communication improves care, and many medical schools and residency programs have adopted communication focused curricula. The COVID-19 pandemic has shifted the doctor-patient communication paradigm with the rapid adoption of video-based medical appointments by the majority of the medical community. The pandemic has also necessitated a sweeping move to online learning, including teaching and facilitating the practice of communication skills remotely. We aimed to identify effective techniques for surgeons to build relationships during a video consult, and to design and pilot a class that increased student skill in communicating during a video consult.</p></div><div type="abstract" xml:lang="en"><p><b>METHODS</b></p><p>Fourth-year medical students matched into a surgical internship attended a 2-hour class virtually. The class provided suggestions for building rapport and earning trust with patients and families by video, role play sessions with a simulated patient, and group debriefing and feedback. A group debriefing generated lessons learned and best practices for telemedicine communication in surgery.</p></div><div type="abstract" xml:lang="en"><p><b>RESULTS</b></p><p>Students felt the class introduced new skills and reinforced current ones; most reported higher self-confidence in target communication skills following the module. Students were particularly appreciative of opportunity for direct observation of skills and immediate faculty feedback, noting that the intimate setting was unique and valuable. Several elements of virtual communications required increased focus to communicate empathy and concern. Proper lighting and positioning relative to the camera were particularly important and body movement required "narration" to minimize misinterpretation. A patient's distress was more difficult to interpret; asking direct questions was recommended to understand the patient's emotional state.</p></div><div type="abstract" xml:lang="en"><p><b>CONCLUSIONS</b></p><p>There is a need to teach video-conference communication skills to enable surgical teams to build rapport in this distinct form of consultation. Our training plan appears effective at engaging learners and improving skills and confidence, and identifies areas of focus when teaching virtual communication skills.</p></div></front></TEI><pubmed><MedlineCitation Status="Publisher" Owner="NLM"><PMID Version="1">32709566</PMID><DateRevised><Year>2020</Year><Month>09</Month><Day>09</Day></DateRevised><Article PubModel="Print-Electronic"><Journal><ISSN IssnType="Electronic">1878-7452</ISSN><JournalIssue CitedMedium="Internet"><PubDate><Year>2020</Year><Month>Jul</Month><Day>21</Day></PubDate></JournalIssue><Title>Journal of surgical education</Title><ISOAbbreviation>J Surg Educ</ISOAbbreviation></Journal><ArticleTitle>Building Rapport and Earning the Surgical Patient's Trust in the Era of Social Distancing: Teaching Patient-Centered Communication During Video Conference Encounters to Medical Students.</ArticleTitle><ELocationID EIdType="pii" ValidYN="Y">S1931-7204(20)30211-7</ELocationID><ELocationID EIdType="doi" ValidYN="Y">10.1016/j.jsurg.2020.06.018</ELocationID><Abstract><AbstractText Label="BACKGROUND" NlmCategory="BACKGROUND">Effective physician communication improves care, and many medical schools and residency programs have adopted communication focused curricula. The COVID-19 pandemic has shifted the doctor-patient communication paradigm with the rapid adoption of video-based medical appointments by the majority of the medical community. The pandemic has also necessitated a sweeping move to online learning, including teaching and facilitating the practice of communication skills remotely. We aimed to identify effective techniques for surgeons to build relationships during a video consult, and to design and pilot a class that increased student skill in communicating during a video consult.</AbstractText><AbstractText Label="METHODS" NlmCategory="METHODS">Fourth-year medical students matched into a surgical internship attended a 2-hour class virtually. The class provided suggestions for building rapport and earning trust with patients and families by video, role play sessions with a simulated patient, and group debriefing and feedback. A group debriefing generated lessons learned and best practices for telemedicine communication in surgery.</AbstractText><AbstractText Label="RESULTS" NlmCategory="RESULTS">Students felt the class introduced new skills and reinforced current ones; most reported higher self-confidence in target communication skills following the module. Students were particularly appreciative of opportunity for direct observation of skills and immediate faculty feedback, noting that the intimate setting was unique and valuable. Several elements of virtual communications required increased focus to communicate empathy and concern. Proper lighting and positioning relative to the camera were particularly important and body movement required "narration" to minimize misinterpretation. A patient's distress was more difficult to interpret; asking direct questions was recommended to understand the patient's emotional state.</AbstractText><AbstractText Label="CONCLUSIONS" NlmCategory="CONCLUSIONS">There is a need to teach video-conference communication skills to enable surgical teams to build rapport in this distinct form of consultation. Our training plan appears effective at engaging learners and improving skills and confidence, and identifies areas of focus when teaching virtual communication skills.</AbstractText><CopyrightInformation>Copyright © 2020 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.</CopyrightInformation></Abstract><AuthorList CompleteYN="Y"><Author ValidYN="Y"><LastName>Newcomb</LastName><ForeName>Anna B</ForeName><Initials>AB</Initials><AffiliationInfo><Affiliation>Inova Fairfax Medical Campus, Division of Trauma Acute Care Surgery, Falls Church, Virginia. 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Newcomb</name></region><name sortKey="Bachman, Sharon L" sort="Bachman, Sharon L" uniqKey="Bachman S" first="Sharon L" last="Bachman">Sharon L. Bachman</name><name sortKey="Dort, Jonathan" sort="Dort, Jonathan" uniqKey="Dort J" first="Jonathan" last="Dort">Jonathan Dort</name><name sortKey="Kapadia, Muneera R" sort="Kapadia, Muneera R" uniqKey="Kapadia M" first="Muneera R" last="Kapadia">Muneera R. Kapadia</name><name sortKey="Mohess, Denise" sort="Mohess, Denise" uniqKey="Mohess D" first="Denise" last="Mohess">Denise Mohess</name></country></tree></affiliations></record>Pour manipuler ce document sous Unix (Dilib)
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