Mitigating Misinformation Toolkit: A Medical Student Role-Play Curriculum on Communication Techniques to Facilitate Vaccine Misinformation Conversations.

Autor:	Pelin C; Fourth-Year Medical Student, Donald and Barbara Zucker School of Medicine at Hofstra/Northwell.; Co-primary author., Vasser M; Fourth-Year Medical Student, Donald and Barbara Zucker School of Medicine at Hofstra/Northwell.; Co-primary author., Cavuoto Petrizzo M; Associate Dean for Medical Education, Donald and Barbara Zucker School of Medicine at Hofstra/Northwell., Cassara M; Associate Professor, Department of Emergency Medicine, Donald and Barbara Zucker School of Medicine at Hofstra/Northwell; Medical Director, Patient Safety Institute and Emergency Medical Institute, Northwell Health., McLeod-Sordjan R; Dean, Chair, and Professor, Hofstra Northwell School of Nursing and Physician Assistant Studies; Director of Medical Ethics, Northwell Health., Weiner J; Associate Professor of Clinical Psychiatry, Medicine, and Science Education and Co-Director of Communications Curriculum in Physician-Patient Communication and Interpersonal Skills, Donald and Barbara Zucker School of Medicine at Hofstra/Northwell., Ginzburg S; Vice Dean and Dean for Education, Donald and Barbara Zucker School of Medicine at Hofstra/Northwell.
Jazyk:	angličtina
Zdroj:	MedEdPORTAL : the journal of teaching and learning resources [MedEdPORTAL] 2024 Aug 27; Vol. 20, pp. 11439. Date of Electronic Publication: 2024 Aug 27 (Print Publication: 2024).
DOI:	10.15766/mep_2374-8265.11439
Abstrakt:	Introduction: The COVID pandemic and affiliated infodemic led to widespread health misinformation, generating confusion and distrust. Physicians must identify and address misinformation, with attention to cultural/health literacy, equity, and autonomy. Most medical students receive training in core communication techniques but are rarely taught how to combat misinformation with patients and lack opportunities for practice in diverse settings. Methods: We used mixed methods to evaluate the impact of a role-play-based training curriculum on 44 third- and fourth-year medical students' comfort and confidence applying ask-respond-tell-seek solutions (ARTS) and motivational interviewing (MI) to discuss vaccine hesitancy, using COVID-19 as an example. There were three training iterations: prior to volunteering at a community health fair, during a medicine clinical rotation, and during a pediatrics rotation. Pre- and postsession questionnaires were administered. Likert-scale questions assessed comfort and confidence using ARTS and MI. Narrative responses focused on previous experiences with vaccine hesitancy, challenges faced, and session takeaways. Results: Students' comfort, confidence with ARTS/MI, and self-reported ability to discuss COVID-19 vaccinations improved as measured by pre- and postsession surveys ( p < .05). Qualitatively, students reported increased confidence delivering recommendations in plain language and exploring patients' thought processes behind choices. Discussion: Reinforcement of core communications strategies in medical school can positively impact trainees' ability and ease addressing misinformation. We recommend this 45-minute training session to effectively increase medical students' comfort and confidence in discussing COVID-19 vaccines with patients. It can be adapted to any health professions school with an existing communications thread. (© 2024 Pelin et al.)
Databáze:	MEDLINE
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