Evaluating first year residents’ communication skills: a health literacy curriculum needs assessment

Abstract

ABSTRACT Background High quality communication skills are necessary for competent and ethical practice. When patients present with low health literacy, physicians’ skills may be lacking, which can put patients’ safety and satisfaction at risk. The authors’ developed and executed a simulation-based needs assessment following conflicting internal reports about the communications skills of new residents. Methods The current study recruited first year residents (N = 30) during the 2019 first post-graduate year (PGY-1) orientation at a southeastern university hospital simulation center. The residents completed an Objective Structured Clinical Examination (OSCE) which focused on obtaining informed consent from a patient’s health care proxy who presented with limited literacy and health literacy and poor communication skills. After completing the OSCE, the residents, simulated patients (SP), and independent observers assessed the residents’ performance. Results Residents assessed their performance higher when compared with the ratings from independent observers and patient raters. Residents who spent more time with SPs were given higher ratings by the SPs and independent observers. Finally, residents’ ratings of themselves had a positive correlation with their reported confidence, but no correlation between self-confidence and the ratings provided by SPs or observers. Conclusion PGY-1 residents demonstrate a continued need for health literacy and informed consent education, despite faculty believing that these skills were covered enough in medical school. These residents also demonstrated limited self-assessment ability or skills below the expectations of health literacy experts. Curriculum changes included improving the focus on health literacy, communication skills, and additional practice opportunities throughout their internship year.