Online Module Builds Skills for Internal Medicine Interns in Responding to Emotions During Complex Serious Illness Conversations
| Autor: | Susan E. Merel, Lindsay M. Gibbon, Caroline Hurd |
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| Rok vydání: | 2020 |
| Předmět: |
media_common.quotation_subject
Emotions education Applied psychology Context (language use) Flipped classroom Session (web analytics) Dreyfus model of skill acquisition 03 medical and health sciences 0302 clinical medicine Surveys and Questionnaires Health care Humans Medicine Conversation 030212 general & internal medicine Curriculum General Nursing media_common business.industry Communication Perspective (graphical) Intensive Care Units Anesthesiology and Pain Medicine 030220 oncology & carcinogenesis Neurology (clinical) business |
| Zdroj: | Journal of Pain and Symptom Management. 59:1379-1383 |
| ISSN: | 0885-3924 |
| Popis: | Context Responding to emotion cues is an essential skill for communicating with patients and families, but many health care trainees have difficulty applying this skill within the context of a complex conversation. Objectives We created an original online module to facilitate deliberate practice of a three-skill framework for responding to emotion cues during complex or nonlinear serious illness conversations. Methods Our original online module uses a gamebook format, which prompts trainees to engage in focused and repetitive practice of three well-defined skills for responding to emotion cues in a simulated family conference. We implemented the module as a part of a communication skills curriculum for interns rotating in the intensive care unit. After completing the module, all interns answered an open-ended survey question about their perceived skill acquisition. Results were analyzed by a qualitative method and coded into themes. Results About 71% of interns (n = 65 of 92) completed the online module and open-ended survey question. About 89% of participants responded that they would use a naming, understanding, respecting, supporting, or exploring statement in response to an emotion cue. Nearly two-thirds of participants articulated their rationale for using naming, understanding, respecting, supporting, or exploring statements (e.g., preparing patients to process complex medical information, eliciting information about patient perspective.) Conclusion Our online emotion cue module is a novel tool for deliberate practice of advanced skills for responding to emotion cues in serious illness conversations. In future studies, we will investigate whether our module's efficacy is enhanced by using it as a part of a flipped classroom curriculum with an in-person simulation session. |
| Databáze: | OpenAIRE |
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