Pediatric Educational Discussion Scenarios: Reflect, Inspire, Support, and Empower (PEDS-RISE)-A Difficult Patient Encounter Video Scenario.

Q3 Medicine
Celine Payne, Hillary Zieve, Candice Taylor Lucas, Negar Shekarabi, Monisha Vasa, Vara Reddy, Kelly Bauer, Behnoosh Afghani
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Abstract

Introduction: Difficult patient encounters can lead to burnout and stress in health care workers. Limited training exists to teach residents communication and coping skills needed for dealing with difficult patient encounters.

Methods: We developed a 1-hour virtual video-case scenario workshop to teach communication skills and coping strategies to first-year pediatric residents. The workshop consisted of a short video-case scenario, which was developed in collaboration among ambulatory pediatricians and a hospitalist. The case scenario was followed by guidance from a psychologist and psychiatrist. As part of the workshop, the facilitator provided the residents an opportunity to self-reflect during and after reviewing the case scenario. The effectiveness of the workshop was evaluated using a pre- and post-assessment survey.

Results: All 64 first-year pediatric residents completed the pre- and postworkshop surveys. Before the workshop, only 22% of residents stated familiarity with coping and communication strategies for handling difficult patient encounters. Pre- and postworkshop surveys demonstrated statistically significant increases in the residents' self-perceived comfort in using strategies to communicate with distressed patients, their ability to identify the need for a debriefing session for themselves or a colleague, and their ability to hold a debriefing session for a junior colleague.

Discussion: Our results suggest that video-case scenarios in combination with facilitated reflection serve as a model to enhance resident training by teaching them skills needed to communicate with patients in difficult situations and helping them cope with distressing events. Such case scenarios may be further applied to other fields of health care.

儿科教育讨论场景:反映,激励,支持和授权(PEDS-RISE)-一个困难的病人遇到视频场景。
简介:困难的病人遭遇可能导致倦怠和压力的卫生保健工作者。现有的培训有限,以教授住院医生沟通和应对技巧,需要处理困难的病人。方法:我们开发了一个1小时的虚拟视频案例研讨会,向一年级儿科住院医师教授沟通技巧和应对策略。讲习班包括一个短视频案例,是由流动儿科医生和一名住院医生合作制作的。案例场景之后是心理学家和精神科医生的指导。作为研讨会的一部分,主持人为住院医生提供了一个在回顾案例场景期间和之后进行自我反思的机会。通过评估前和评估后的调查来评估研讨会的有效性。结果:所有64名第一年儿科住院医师完成了研讨会前和研讨会后的调查。在研讨会之前,只有22%的住院医生表示熟悉处理困难病人的应对和沟通策略。研讨会前后的调查显示,住院医师在使用策略与苦恼患者沟通方面的自我感知舒适感显著增加,他们为自己或同事确定汇报会议需要的能力,以及他们为初级同事举行汇报会议的能力。讨论:我们的研究结果表明,视频案例场景与促进反思相结合,可以作为一种模式,通过教授住院医生在困难情况下与患者沟通所需的技能,帮助他们应对痛苦事件,来加强住院医生的培训。这种情况可能进一步适用于卫生保健的其他领域。
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来源期刊
CiteScore
2.70
自引率
0.00%
发文量
83
审稿时长
35 weeks
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