Enhancing Oncologists’ Comfort with Serious Illness Conversations: The Impact of Serious Illness Conversation Guide (SICG) Training

IF 1.4 4区 医学 Q3 EDUCATION, SCIENTIFIC DISCIPLINES
E. Adaji, M. Johnson, M. C. George, N. Nortjé
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引用次数: 0

Abstract

Providers oftentimes need to have difficult conversations with patients facing a poor prognosis. Research indicates that providers generally feel ill prepared for these conversations and that bad conversations may lead to more anxiety for patients. Communication skills development training programs have shown improvement in providers’ skills. Our cancer center embarked on skills development training to help providers improve their skills and comfort in having serious illness conversations. During our phased approach, about 500 physicians and advanced practice providers in the Division of Oncology were trained for over a year. Their level of comfort with serious illness conversations was measured before and after the training by using both quantitative and qualitative methods. We found that mean and median comfort scores increased from pre-training to post-training. The findings suggest that the improved comfort and confidence observed among providers who undergo communications skills training can lead to better provider-patient communication, more patient-centered care, and improved patient satisfaction.

提高肿瘤学家在重病对话中的舒适度:重病对话指南》(SICG)培训的影响
医疗服务提供者经常需要与预后不良的患者进行艰难的对话。研究表明,医疗服务提供者通常对这些谈话准备不足,而糟糕的谈话可能会导致病人更加焦虑。沟通技能发展培训计划显示,医疗服务提供者的技能有所提高。我们的癌症中心开展了技能发展培训,以帮助医疗服务提供者提高技能,使他们在进行重病谈话时更加得心应手。在我们分阶段进行的培训中,肿瘤科约 500 名医生和高级医疗服务提供者接受了为期一年多的培训。在培训前后,我们采用定量和定性的方法测量了他们对重病谈话的舒适度。我们发现,从培训前到培训后,舒适度评分的平均值和中位数都有所提高。研究结果表明,接受过沟通技巧培训的医疗服务提供者在舒适度和自信心方面的提高可以改善医疗服务提供者与患者之间的沟通,提供更多以患者为中心的医疗服务,并提高患者满意度。
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来源期刊
Journal of Cancer Education
Journal of Cancer Education 医学-医学:信息
CiteScore
3.40
自引率
6.20%
发文量
122
审稿时长
4-8 weeks
期刊介绍: The Journal of Cancer Education, the official journal of the American Association for Cancer Education (AACE) and the European Association for Cancer Education (EACE), is an international, quarterly journal dedicated to the publication of original contributions dealing with the varied aspects of cancer education for physicians, dentists, nurses, students, social workers and other allied health professionals, patients, the general public, and anyone interested in effective education about cancer related issues. Articles featured include reports of original results of educational research, as well as discussions of current problems and techniques in cancer education. Manuscripts are welcome on such subjects as educational methods, instruments, and program evaluation. Suitable topics include teaching of basic science aspects of cancer; the assessment of attitudes toward cancer patient management; the teaching of diagnostic skills relevant to cancer; the evaluation of undergraduate, postgraduate, or continuing education programs; and articles about all aspects of cancer education from prevention to palliative care. We encourage contributions to a special column called Reflections; these articles should relate to the human aspects of dealing with cancer, cancer patients, and their families and finding meaning and support in these efforts. Letters to the Editor (600 words or less) dealing with published articles or matters of current interest are also invited. Also featured are commentary; book and media reviews; and announcements of educational programs, fellowships, and grants. Articles should be limited to no more than ten double-spaced typed pages, and there should be no more than three tables or figures and 25 references. We also encourage brief reports of five typewritten pages or less, with no more than one figure or table and 15 references.
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