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J Perinatol. 2019 Oct;39(10):1392-1398. doi: 10.1038/s41372-019-0441-7. Epub 2019 Aug 1.

Families as educators: a family-centered approach to teaching communication skills to neonatology fellows.

Author information

1
Department of Pediatrics, University of Cincinnati College of Medicine, Cincinnati, OH, USA. Danielle.Parham@cchmc.org.
2
Division of Neonatology, Cincinnati Children's Hospital Medical Center, Cincinnati, OH, USA. Danielle.Parham@cchmc.org.
3
Department of Pediatrics, Case Western Reserve University School of Medicine, Cleveland, OH, USA. Danielle.Parham@cchmc.org.
4
Division of Neonatology, University Hospitals Cleveland Medical Center Rainbow Babies and Children's Hospital, Cleveland, OH, USA. Danielle.Parham@cchmc.org.
5
Department of Pediatrics, University of Missouri-Kansas City School of Medicine, Kansas City, MO, USA.
6
Division of Neonatology, Children's Mercy Hospital, Kansas City, MO, USA.
7
Department of Pediatrics, Case Western Reserve University School of Medicine, Cleveland, OH, USA.
8
Division of Neonatology, University Hospitals Cleveland Medical Center Rainbow Babies and Children's Hospital, Cleveland, OH, USA.
9
Department of Cognitive Science, Case Western Reserve University, Cleveland, OH, USA.
10
Division of Health Services and Outcomes Research, Children's Mercy Hospital, Kansas City, MO, USA.

Abstract

OBJECTIVE:

To determine whether the use of family members as educators in a structured educational intervention would increase neonatology fellows' confidence in performing core communication skills targeted to guide family decision-making.

STUDY DESIGN:

Neonatology fellows at two centers participated in simulation-based training utilizing formally trained family members of former patients. Fellows completed self-assessment surveys before participating, immediately following participation, and 1-month following the training. Family members also evaluated fellow communication.

RESULTS:

For each core competency assessed, there was a statistically significant increase in self-perceived preparedness from pre-course to post-course assessments. Fellows additionally endorsed using skills learned in the curriculum in daily clinical practice. Family educators rated fellow communication highest in empathetic listening and nonverbal communication.

CONCLUSIONS:

Participation in a communication skills curriculum utilizing formally trained family members as educators for medical trainees successfully increased fellows' self-perceived preparedness in selected core competencies in communication. Family educators provided useful, generalizable feedback.

PMID:
31371832
DOI:
10.1038/s41372-019-0441-7

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