65. “HOW DID I DO COACH?” - IMPACT OF PARENT ROUNDS COACH ON LEARNER PERFORMANCE

Abstract

Background Conducting direct observation and providing immediate feedback can be a valuable method for training students and residents as effective participants in patient- and family centered rounds (PFCR). We implemented a novel program over the last two years which utilized a trained parent rounds coach (RC) who observed PFCR and provided feedback to learners using a standardized approach. Based on our earlier report of program feasibility and learner satisfaction with having a RC, we examined the impact of the RC on presenter performance. Objective: 1) To evaluate the change in performance of student and intern presenters during PFCR after direct feedback by the RC. 2) To determine if change in performance varied by type of feedback given. Methods We conducted a prospective cohort study of 205 presenters on rounds on two inpatient teams at Children's Wisconsin-Milwaukee. The RC observed rounds weekly over a two-year period. Trainees rotated in four-week blocks and were observed 1-4 times. Following observation, feedback was provided in-person or via email. We utilized the PEA-21 checklist - a validated tool for observing 21 presenter behaviors in 4 categories: Spot-on: accurate data presentation, Style: communication, Synthesize: sharing diagnosis and plan, and Sleuth: family interaction. Each item was rated on a three-point scale. Scores were reported as an average of items within categories and in total. Analysis included: 1) dependent t-tests and Cohens d effect sizes comparing PEA-21 scores from first to second presentation and 2) repeated measures analysis of variance (RM-ANOVA) of PEA-21 scores split by feedback type. Results Paired t-tests reported significantly improved performance from first to second presentation in three categories and overall (all p Conclusions Our parent coaching program was successful at delivering feedback to most presenters in a single block. Presenters improved performance in data accuracy, communication, family interactions but not communicating diagnosis and plans. Performance did not change with respect to type of feedback given. Next steps include a longer-term evaluation of coaching impact.