New Resources - Supplemental Learning: Communication

  

COMMUNICATION 

 

Section Contributor: Angela Statile, Caroline Paul 

 

Online Resources 

 

  1. American Academy on Physician and Patient.  http://www.physicianpatient.org/ July 14, 2002. 

The mission of the AAPP is to improve the doctor patient relationship and how medicine is practiced. The AAPP has developed an experiential, interactive model to teach healthcare communications and reflective practice, and conducts communication courses for clinicians that have resulted in improved patient and physician satisfaction. 

 

References 

 

Communication among Providers: General 

 

  1. Bridges DR, et al. Interprofessional collaboration: three best practice models of interprofessional education. Med Educ Online. 2011 Apr 8;16. 

 

The authors describe the concept of interprofessional education, which is a collaborative approach to developing healthcare students as future multidisciplinary team members and leaders. They also report on three models at different universities used to teach these skills. 

(IPCS1, 2; SBP 3) 

 

  1. Canadian Interprofessional Health Collaborative.  A National Interprofessional Competency Framework. February 2010. http://www.cihc.ca/files/CIHC_IPCompetencies_Feb1210.pdf  

 

The initiative of the collaborative describes six competency domains for interprofessional skills among healthcare professionals: interprofessional communication, patient/client/family /community-centered care, role clarification, team functioning, collaborative leadership, and interprofessional conflict resolution. (IPCS 1) 

 

  1. Wittenberg-Lyles E,et al.  COMFORT-IPE: Communication training for Interprofessional Patient-centered Care. MedEdPORTAL; 2012. www.mededportal.org/publication/9298 

 

This resource consists of seven modules to teach interprofessional communication skills pertaining to palliative care, using the COMFORT mnemonic (Communication, Orientation/Opportunity, Mindfulness, Family, Openings, Relating, Team). (IPCS1, 2; SBP 3) 

 

Communication among Providers: 360-Degree Evaluations 

 

  1. Chandler N, et al. Use of a 360-degree evaluation in the outpatient setting: the usefulness of nurse, faculty, patient/family, and resident self-evaluation. J Grad Med Educ.  2010 Sep;2(3):430-4. 

The authors describe the use of a 360-degree evaluation tool (includes assessments by patients/families, faculty, nurses, and residents themselves) to assess communication skills in pediatric residents. While they found that different members of the healthcare team rated residents differently, there is potential value to this type of evaluation.  (IPCS1, 2) 

 

  1. Nikels S, et al. Multi-source Evaluation of Resident Physicians. MedEdPORTAL; 2012. www.mededportal.org/publication/9249 

 

This resource contains an evaluation tool for obtaining multi-source assessments of resident physicians in the areas of professionalism, communication skills, and medical knowledge. It also includes a guide on how to implement this tool in practice. (IPCS1, 2) 

 

Communication among Providers (Handoffs) 

 

  1. Starmer AJ,et al.(I-PASS Study Group).  I-PASS, a mnemonic to standardize verbal handoffs. Pediatrics. 2012 Feb; 129(2):201-4.  

 

This report describes the development of a tool to be used in patient care handoffs. The tool uses the mnemonic I-PASS: illness severity, patient summary, action list, situation awareness and contingency planning, and synthesis by receiver.  

 

  1. Spector N, et al. I-PASS Handoff Curriculum: Core Resident Workshop. MedEdPORTAL; 2013.  www.mededportal.org/publication/9311 

 

This resource contains the information needed to teach residents or faculty the core principles and use of the I-PASS handoff in the form of a 2 hour workshop. Ideally, educators would follow this workshop with the one hour simulation exercises to reinforce principles.  

 

Communication and Safety 

 

  1. Starmer AJ,et al. (I-PASS Study Group).  Changes in medical errors with a handoff program. 

N Engl J Med. 2015 Jan 29;372(5):490-1. doi: 10.1056/NEJMc1414788 

 

  1. Goldenhar LM, et al.