PEC innovation最新文献

{"title":"Harnessing storytelling with medical students and community members to build curiosity and trust: A mixed methods evaluation of a pilot intervention","authors":"Rebecca K. Rudel ,&nbsp;Nicole D. Kaufmann ,&nbsp;Shana A.B. Burrowes ,&nbsp;Cheryl Harding ,&nbsp;Cara Solomon ,&nbsp;Benjamin P. Linas ,&nbsp;Mari-Lynn Drainoni ,&nbsp;Katherine Gergen Barnett","doi":"10.1016/j.pecinn.2025.100420","DOIUrl":"10.1016/j.pecinn.2025.100420","url":null,"abstract":"<div><h3>Background</h3><div>Mistrust of medical providers disproportionately affects individuals from racialized communities. Mistrust of providers negatively influences willingness to seek care, which exacerbates health disparities. Patient-centered communication can mitigate this mistrust.</div></div><div><h3>Objective</h3><div>To assess the impact of a three-hour pilot workshop entitled <em>Storytelling to Build Medical Trust</em>, which brings medical students and Black, Indigenous and other People of Color (BIPOC) community members together to practice the skills underlying patient-centered communication, on medical student patient-centered communication self-efficacy and community member trust.</div></div><div><h3>Methods</h3><div>Medical students completed the Self-Efficacy in Patient-Centeredness Questionnaire (SEPCQ-27) before, after, and one-month post-participation in the workshop, while community members completed two sub-scales of the Collaboration Trust Scale at the same time points. Community members also participated in focus group discussions approximately one week after workshop completion. Focus group transcripts were analyzed using the Social Cognitive Theory.</div></div><div><h3>Results</h3><div>Median medical student SEPCQ-27 score increased 18 % pre to post-workshop (<em>p</em> &lt; 0.001). Similarly, median scores of the Collaboration Trust Survey sub-scales “Trust in Communication” and “Trust in Partner Investment and Community Well-Being” increased 23.3 % (<em>p</em> = 0.025), and 18.75 % (<em>p</em> = 0.013), respectively. Analysis of focus group discussions identified five themes: 1) The workshop cultivated an open and comfortable environment; 2) Community members desire additional information and direction prior to the program; 3) Training medical students may have a downstream impact, but there is a pressing need to train current providers; 4) The workshop articulates opportunities for community members to assert their strength and empowers them to pursue them; and 5) Dismantling medical mistrust requires ongoing efforts.</div></div><div><h3>Conclusion</h3><div>The Storytelling workshop may build trust between patients from historically marginalized communities and medical practitioners.</div></div><div><h3>Innovation</h3><div>This is the first evaluation of a trust-building intervention that brings both medical providers and potential patients together in one room.</div></div>","PeriodicalId":74407,"journal":{"name":"PEC innovation","volume":"7 ","pages":"Article 100420"},"PeriodicalIF":0.0,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144614554","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Innovations in communication training for medical and nursing students: Virtual reality communication tool for application and evaluation with key stakeholders and students (VR-TALKS) – a study protocol","authors":"Hanna A.A. Röwer ,&nbsp;Aleksandrina Skvortsova ,&nbsp;Mohamad M. Saab ,&nbsp;Irene Hartigan ,&nbsp;Claudia Bausewein ,&nbsp;Sandra Martins Pereira ,&nbsp;Pablo Hernández-Marrero ,&nbsp;Jan Hrdlička ,&nbsp;Kateřina Rusinová ,&nbsp;Martin Loučka ,&nbsp;Lucie Hrdličková ,&nbsp;Martin Zielina ,&nbsp;Cathy Payne ,&nbsp;Liesbeth M. Van Vliet ,&nbsp;Malte Klemmt ,&nbsp;Kambiz Afshar ,&nbsp;Stephanie Stiel","doi":"10.1016/j.pecinn.2025.100426","DOIUrl":"10.1016/j.pecinn.2025.100426","url":null,"abstract":"<div><h3>Background</h3><div>In healthcare education, virtual reality (VR), simulating real-world situations, is emerging as a tool to improve communication skills, particularly in sensitive scenarios involving patients and caregivers. While promising, VR-based education also poses challenges such as avatar realism, cognitive load, and the need for pedagogical grounding.</div></div><div><h3>Objective</h3><div>This protocol paper presents the VR-TALKS project, which aims to develop, apply, and evaluate VR scenarios designed to teach healthcare students communication skills in serious illness scenarios. Barriers and facilitators to integrating VR into healthcare teaching modules, along with the usability, feasibility, and educational impact of the VR tool, will be assessed across five European countries, incorporating insights from both students and educators.</div></div><div><h3>Methods</h3><div>Phase 1 involves screening current communication courses at six partner institutions to identify opportunities for integrating VR. Phase 2 assesses the barriers and facilitators faced by approximately <em>n</em> = 70 educators in incorporating VR into communication training. Phase 3 focuses on developing VR scenarios based on the SPIKES and NURSE techniques. Phase 4 evaluates the usability and feasibility of the scenarios with <em>n</em> = 200 students and <em>n</em> = 30 educators. Feedback from this phase will inform further improvement of the tool.</div></div><div><h3>Expected results</h3><div>The project will provide valuable insights into the barriers and facilitators of VR integration, develop two VR scenarios in multiple languages, and collect data on feasibility, usability, and user satisfaction. Additionally, it will offer recommendations for effectively incorporating VR into university curricula. Potential limitations of immersive VR, such as motion sickness, will be considered during evaluation.</div></div><div><h3>Conclusions</h3><div>The project aims to enhance teaching methods for serious illness communication across Europe. The knowledge gained will be disseminated publicly through peer-reviewed publications and the project website, with plans to offer the VR training to other universities.</div></div><div><h3>Innovation</h3><div>By addressing the limitations of conventional training, VR-TALKS offers healthcare professionals the opportunity to develop crucial communication skills in a repeatable, standardized, and time-flexible environment.</div></div><div><h3>Funding</h3><div>ERASMUS+ Program through the Centre for International Cooperation in Education in the Czech Republic, “Dům zahraniční spolupráce” (DZS), spanning from 01.09.2023 to 31.08.2025.</div></div>","PeriodicalId":74407,"journal":{"name":"PEC innovation","volume":"7 ","pages":"Article 100426"},"PeriodicalIF":0.0,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144908186","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Corrigendum to ‘The Pediatric Ethics & Professionalism Assessment Tool (Pedi-EPAT): Development and implementation of a novel, competency-based assessment’ [PEC Innovation 7 (2025) 100433]","authors":"Omri-David Soffer ,&nbsp;Lori R. Newman ,&nbsp;Mary Brennan ,&nbsp;David N. Williams ,&nbsp;Christy L. Cummings","doi":"10.1016/j.pecinn.2025.100440","DOIUrl":"10.1016/j.pecinn.2025.100440","url":null,"abstract":"","PeriodicalId":74407,"journal":{"name":"PEC innovation","volume":"7 ","pages":"Article 100440"},"PeriodicalIF":0.0,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145320072","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Using learner verification and transcreation to develop multicultural patient education materials for acute respiratory tract infections to decrease inappropriate antibiotic prescribing","authors":"Rebecca K. Rudel ,&nbsp;Emma Powers ,&nbsp;Kirsten Austad ,&nbsp;Shana A.B. Burrowes ,&nbsp;Zaire Couloute ,&nbsp;Anais E.C. Smith ,&nbsp;Christine Prifti ,&nbsp;J. Morgan Freiman ,&nbsp;Robin Wigmore ,&nbsp;Allan Walkey ,&nbsp;Jacqueline M. Hicks ,&nbsp;Tamar F. Barlam ,&nbsp;Mari-Lynn Drainoni","doi":"10.1016/j.pecinn.2025.100415","DOIUrl":"10.1016/j.pecinn.2025.100415","url":null,"abstract":"<div><h3>Objective</h3><div>Patient demand often drives inappropriate antibiotic prescribing for acute respiratory tract infections (ARTI). This study aimed to develop novel culturally- and linguistically-tailored patient education material regarding appropriate ARTI care.</div></div><div><h3>Methods</h3><div>This qualitative study used a four-phase approach to develop single-page English, Spanish, and Haitian Creole patient education materials for appropriate ARTI treatment designed for clinical use: 1) material development informed by pre-existing materials, 2) learner verification, 3) revision, and 4) transcreation. Patient and provider focus groups and interviews were conducted at three Massachusetts health systems. Transcripts were coded and analyzed using a framework informed by the Patient Education Materials Assessment Tool.</div></div><div><h3>Results</h3><div>Twenty-six providers and 48 patients (27 English, 10 Spanish, 11 Haitian Creole speaking) participated. Participants suggested improving readability by replacing text blocks with bulleted lists and usability by providing self-care solutions. The transcreation process resulted in literal translations that were unclear to Spanish and Haitian Creole speakers, who provided culturally-appropriate suggestions.</div></div><div><h3>Innovation</h3><div>Patient education materials are co-created with diverse patient and provider populations to create culturally-tailored materials, available in multiple languages, for ARTI treatment.</div></div><div><h3>Conclusion</h3><div>Learner verification, revision, and transcreation can result in understandable and actionable materials for patients in multiple languages. Materials may help decrease demand for and rates of inappropriate antibiotic prescribing for ARTI.</div></div>","PeriodicalId":74407,"journal":{"name":"PEC innovation","volume":"7 ","pages":"Article 100415"},"PeriodicalIF":0.0,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144534893","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Improving medication information systems utilizing a universal design framework","authors":"Kate Li ,&nbsp;Grayson Holt ,&nbsp;Jeffrey Zabinski ,&nbsp;Martin Calabrese","doi":"10.1016/j.pecinn.2025.100437","DOIUrl":"10.1016/j.pecinn.2025.100437","url":null,"abstract":"<div><h3>Objective</h3><div>Almost a quarter of U.S. adults cannot determine what time they should take medication based on instructions printed on prescription medication labels. Taking medication at an incorrect dosage or alongside incompatible foods can lead to severe health complications.</div></div><div><h3>Methods</h3><div>The principles of Universal Design (UD) can guide the design of tools and materials that more effectively communicate medication information to all patients. UD aims to create designs that can be accessed and understood by people of all abilities, ages, and backgrounds. The framework has shown success in several fields, including the built environment, product design, and education. This demonstrated effectiveness suggests UD has the potential to improve the communication of medication information.</div></div><div><h3>Results</h3><div>Applying the evaluative framework identified strengths in perceptible information and flexibility of use across audio aids and digital platforms. However, these tools fail to uphold simple and intuitive use for individuals with low digital health literacy. Applying UD to prescriber-modifiable language can improve simple and intuitive use and tolerance for error, but it encounters limitations in the principles of size and space and low physical effort. These examples highlight the effectiveness of a UD framework in identifying gaps in information access and guiding the creation of more inclusive design approaches.</div></div><div><h3>Conclusion</h3><div>Applying UD principles can address healthcare inequity and create a safer, more reliable medication information system for patients.</div></div><div><h3>Innovation</h3><div>The recent FDA proposal for new Patient Medication Information sheet highlights the need for better communication of medication information. To our knowledge, Universal Design (UD) has not yet been applied to medication information systems. Thus, we propose utilizing Universal Design (UD) as a framework to evaluate and improve medication information systems.</div></div>","PeriodicalId":74407,"journal":{"name":"PEC innovation","volume":"7 ","pages":"Article 100437"},"PeriodicalIF":0.0,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145219252","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Community co-design of research intervention materials to reduce cervical cancer disparities in Appalachia","authors":"Dannell Boatman ,&nbsp;Zachary Jarrett ,&nbsp;Amie M. Ashcraft ,&nbsp;Treah Haggerty ,&nbsp;Ryan D. Baltic ,&nbsp;Mark Cromo ,&nbsp;Lindsay Hauser ,&nbsp;Paul L. Reiter ,&nbsp;Mira L. Katz ,&nbsp;Abigail Shoben ,&nbsp;Mark Dignan ,&nbsp;Amy Ferketich ,&nbsp;Roger T. Anderson ,&nbsp;Electra D. Paskett ,&nbsp;Stephenie Kennedy-Rea","doi":"10.1016/j.pecinn.2025.100434","DOIUrl":"10.1016/j.pecinn.2025.100434","url":null,"abstract":"<div><h3>Objective</h3><div>The purpose was to highlight the co-design process of intervention materials as part of a multi-site research collaborative designed to address the burden of cervical cancer incidence and mortality in the Appalachian region.</div></div><div><h3>Methods</h3><div>Program documentation and research staff interviews were used to detail the six-step co-design process along with the eight-step community feedback loop used to develop intervention materials.</div></div><div><h3>Results</h3><div>Feedback was received via key informant interviews and focus groups from healthcare providers (<em>n</em> = 27), community members (<em>n</em> = 164), and Community Advisory Board members (<em>n</em> = 8) for a total of 172 individuals engaged in the co-design process. Staff received 179 unique pieces of community feedback on intervention materials (<em>n</em> = 14) which were divided between the coding categories of wording (32 %), visual (36 %), and content (31 %).</div></div><div><h3>Conclusion</h3><div>Findings suggest that community co-design can be effectively integrated within a large, multi-state research collaborative to ensure intervention materials are reflective of the populations they are intended to reach.</div></div><div><h3>Innovation</h3><div>A practical approach to co-design is described which can be adapted by other large, multi-site research studies. The types of community feedback that researchers can expect during this process are elucidated.</div></div>","PeriodicalId":74407,"journal":{"name":"PEC innovation","volume":"7 ","pages":"Article 100434"},"PeriodicalIF":0.0,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145219253","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Engaging patient partners to identify research priorities for atrial fibrillation: Results from a patient engagement day","authors":"Sandra L. Carroll ,&nbsp;Michael McGillion ,&nbsp;Julia Abelson ,&nbsp;Alexandre Berkesse ,&nbsp;Jeff S. Healey","doi":"10.1016/j.pecinn.2025.100417","DOIUrl":"10.1016/j.pecinn.2025.100417","url":null,"abstract":"<div><h3>Objective</h3><div>We describe a Patient Engagement Day from the Canadian Stroke Prevention Network (C-SPIN). Patients and family members were engaged as patient partners to generate and prioritize future direction for Atrial Fibrillation (AF) research.</div></div><div><h3>Methods</h3><div>A facilitated group discussion methodology was used that included a nominal group brainstorming and decision-making technique designed to foster participation and idea generation.</div></div><div><h3>Results</h3><div>Twenty-four patient partners attended. Priorities related to: 1) need for a curative focus and not new medication (84 %), 2) identification of triggers (53 %), and 3) home-based/remote monitoring (53 %). Use of the Public and Patient Engagement Evaluation Tool (PPEET) found patient partners understood the intent of the day, with its objectives being met. Findings highlighted knowledge gaps by patient partners that were previously thought to be understood.</div></div><div><h3>Conclusion</h3><div>Patient partners could benefit from more focused education about atrial fibrillation. Notably, the priorities identified by patient partners were new to the research team, reinforcing the importance of engaging with the population who will be impacted by the research.</div></div><div><h3>Innovation</h3><div>Little research has been undertaken examining patient partner priorities regarding atrial fibrillation research. This work highlights patient partners' interest in providing input and shaping future research endeavors.</div></div>","PeriodicalId":74407,"journal":{"name":"PEC innovation","volume":"7 ","pages":"Article 100417"},"PeriodicalIF":0.0,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144572552","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Usability testing of an individualized decision aid for total knee arthroplasty","authors":"Jeffrey A. Johnson ,&nbsp;Ademola Joshua Itiola ,&nbsp;Shakib Rahman ,&nbsp;Christopher Smith ,&nbsp;Allison Soprovich ,&nbsp;Lisa A. Wozniak ,&nbsp;Deborah A. Marshall","doi":"10.1016/j.pecinn.2025.100421","DOIUrl":"10.1016/j.pecinn.2025.100421","url":null,"abstract":"<div><h3>Objectives</h3><div>Osteoarthritis (OA) is a leading cause of total knee arthroplasty (TKA), affecting over 15 % of Canadians. With an aging population and suboptimal use of non-surgical options, TKA rates and wait times are rising. Although TKA is effective, 30 % of patients are dissatisfied due to unmet expectations, suggesting some surgeries may be inappropriate. Patient decision aids can set realistic expectations, improve decision quality, and enhance satisfaction. We developed an <em>individualized</em> online patient decision aid allowing patients to compare treatment outcomes based on similar characteristics (age, sex and body mass index) and evaluated its usability before clinical implementation.</div></div><div><h3>Methods</h3><div>Participants were recruited from a high-volume urban hip and knee clinic. Eligible adults diagnosed with knee OA completed the decision aid online and subsequently filled out demographics and survey forms, including the Preparation for Decision Making Scale (PDMS), System Usability Scale (SUS), and Acceptability Scale. Data were analyzed using descriptive statistics and content analysis of open-ended responses.</div></div><div><h3>Results</h3><div>There were 20 participants (mean age 68 years, 65 % female). The average PDMS score was 66.4, indicating above-average preparedness for decision-making. The SUS score averaged 63.4, suggesting marginal usability. Females and participants under 70 years reported higher PDMS and SUS scores. Most participants rated the information presentation as “good” or “excellent,” with 75 % finding the decision aid's length appropriate and information balanced. Feedback highlighted the need to simplify content, reduce variables, and offer the aid earlier in treatment.</div></div><div><h3>Conclusions</h3><div>The decision aid demonstrated reasonable usability, acceptability, and usefulness for routine practice. Future research should explore its impact on long-term patient outcomes and satisfaction, including among non-surgical populations.</div></div><div><h3>Practice implications</h3><div>Incorporating this decision aid into routine practice can help patients set realistic expectations and make informed decisions, reducing dissatisfaction. Offering it earlier in the patient journey may enhance its impact, especially for non-surgical options.</div></div>","PeriodicalId":74407,"journal":{"name":"PEC innovation","volume":"7 ","pages":"Article 100421"},"PeriodicalIF":0.0,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144864589","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Co-creating and disseminating substance use and vaping educational videos, question prompt lists, and other resources in partnership with community organizations and youth in Western North Carolina","authors":"Betsy Sleath ,&nbsp;Abena A. Adjei ,&nbsp;Jeremy Lowery ,&nbsp;Mckenna Knock ,&nbsp;Bethany Beznos ,&nbsp;Delesha M. Carpenter ,&nbsp;Casey R. Tak ,&nbsp;Kim James ,&nbsp;Michelle Geiser ,&nbsp;Nacire Garcia ,&nbsp;Charles Lee","doi":"10.1016/j.pecinn.2025.100414","DOIUrl":"10.1016/j.pecinn.2025.100414","url":null,"abstract":"<div><h3>Objective</h3><div>To co-design resources to empower youth to ask questions about vaping and substance use and to disseminate the developed materials in Western North Carolina.</div></div><div><h3>Methods</h3><div>Two youth advisory boards were formed in Western North Carolina in partnership with two community organizations. Focus groups were conducted with youth, parents, and other stakeholders on what resources to design and how to disseminate them. Dissemination utilized a three-pronged approach which included emailing organizations, in-person events, and social media campaigns. Website analytics were measured utilizing Google Analytics. The intrinsic analytics from X and Instagram were also tracked.</div></div><div><h3>Results</h3><div>Eleven videos about vaping and substance use were developed along with question prompt lists, a trivia game, and a toolkit for use by educators. There were 1175 impressions on X, and the substance use and vaping content posted on Instagram reached 581 accounts during the dissemination period. The substance use and vaping videos were viewed over 500 times during the dissemination period. Over 10,000 students in Western North Carolina were reached through in-person events.</div></div><div><h3>Conclusion</h3><div>Videos and other resources on the prevention or cessation of substance use and vaping were created and disseminated using a three-pronged approach. The co-designed materials can be used by youth to empower them to ask health care providers, educators, and other adults questions about vaping and substance use.</div></div><div><h3>Innovation</h3><div>The vaping and substance use resources were developed for youth by youth. The materials were placed on a website where individuals can anonymously go to learn more about these topics.</div></div>","PeriodicalId":74407,"journal":{"name":"PEC innovation","volume":"7 ","pages":"Article 100414"},"PeriodicalIF":0.0,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144517179","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The development, delivery, and evaluation of novel longitudinal empathy-focused communication skills training at a UK medical school","authors":"Andy Ward ,&nbsp;Conor Gilligan ,&nbsp;Amber Bennett-Weston ,&nbsp;Jeremy Howick","doi":"10.1016/j.pecinn.2025.100436","DOIUrl":"10.1016/j.pecinn.2025.100436","url":null,"abstract":"<div><h3>Background</h3><div>Empathy benefits patients and clinicians, yet medical students' empathy often declines during training. A key factor is that communication skills teaching is rarely empathy-focused, evidence-based, or longitudinal.</div></div><div><h3>Aim</h3><div>To establish principles of best practice for training and curriculum design based on existing literature; audit our existing curriculum; and design and pilot elements of a longitudinal curriculum based on existing evidence and our experience.</div></div><div><h3>Methods</h3><div>We audited the existing curriculum to identify gaps in empathy-focused communication training and compared our findings with systematic review evidence. Students, educators, and patient representatives developed and refined a preliminary curriculum as equal partners in co-production workshops.</div></div><div><h3>Results</h3><div>The audit showed that empathy training was concentrated in the early years, focusing on active listening and rapport-building, with little evidence-based content or longitudinal reinforcement. Co-production workshops generated recommendations, including formative workplace-based assessments with patient feedback, structured home visits during early training, and patient advocacy experiences. A new longitudinal curriculum was developed, embedding advanced empathy skills, evidence-based positive messaging strategies, and integrated assessments throughout the clinical years. Pilot sessions using role-play with “difficult” patients showed that students and tutors better understood empathy in challenging consultations.</div></div><div><h3>Discussion and conclusion</h3><div>We identified and addressed key gaps in empathy training using a systematic, evidence-based, co-produced approach. The resulting curriculum offers a practical, adaptable model for developing lasting empathic communication skills across medical education.</div></div><div><h3>Innovation</h3><div>We developed a replicable model that combines longitudinal home visits, workplace-based empathy assessments with patient feedback, and integration of evidence-based communication strategies throughout the medical curriculum.</div></div>","PeriodicalId":74407,"journal":{"name":"PEC innovation","volume":"7 ","pages":"Article 100436"},"PeriodicalIF":0.0,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145219295","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}