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Patient Educ Couns. 2014 Jan;94(1):43-9. doi: 10.1016/j.pec.2013.09.009. Epub 2013 Sep 19.

Development and evaluation of a risk communication curriculum for medical students.

Author information

1
Center for Outcomes Research and Evaluation, Maine Medical Center, Portland, USA; Tufts University School of Medicine, Boston, USA. Electronic address: hanp@mmc.org.
2
Centre for Medical and Healthcare Education, St George's, University of London, London, UK.
3
Dartmouth Center for Health Care Delivery Science, Hanover, USA; Cochrane Institute for Primary Care & Public Health, Cardiff University School of Medicine, Cardiff, UK.
4
Meyers Primary Care Institute, University of Massachusetts Medical School, Worcester, USA.
5
Institute of Health and Society, Newcastle University, Newcastle upon Tyne, UK.
6
Tufts University School of Medicine, Boston, USA.

Abstract

OBJECTIVE:

To develop, pilot, and evaluate a curriculum for teaching clinical risk communication skills to medical students.

METHODS:

A new experience-based curriculum, "Risk Talk," was developed and piloted over a 1-year period among students at Tufts University School of Medicine. An experimental study of 2nd-year students exposed vs. unexposed to the curriculum was conducted to evaluate the curriculum's efficacy. Primary outcome measures were students' objective (observed) and subjective (self-reported) risk communication competence; the latter was assessed using an Observed Structured Clinical Examination (OSCE) employing new measures.

RESULTS:

Twenty-eight 2nd-year students completed the curriculum, and exhibited significantly greater (p<.001) objective and subjective risk communication competence than a convenience sample of 24 unexposed students. New observational measures of objective competence in risk communication showed promising evidence of reliability and validity. The curriculum was resource-intensive.

CONCLUSION:

The new experience-based clinical risk communication curriculum was efficacious, although resource-intensive. More work is needed to develop the feasibility of curriculum delivery, and to improve the measurement of competence in clinical risk communication.

PRACTICE IMPLICATIONS:

Risk communication is an important advanced communication skill, and the Risk Talk curriculum provides a model educational intervention and new assessment tools to guide future efforts to teach and evaluate this skill.

KEYWORDS:

Communication skills; Medical education; Risk communication

PMID:
24128795
DOI:
10.1016/j.pec.2013.09.009
[Indexed for MEDLINE]

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