Communication Curriculum Research Articles

To zoom or not to zoom - the training of communicative competencies in times of Covid 19 at Witten/Herdecke University illustrated by the example of "sharing information".

Since October 2018, a longitudinal communication curriculum for medical students has been implemented at Witten/Herdecke University. In the summer semester 2020, the concept for the 4th preclinical semester included a practical training on “sharing information”, which consisted of three two-hour face-to-face sessions with simulated patients (SP). Due to the Covid 19 pandemic, teaching was changed to an inverted classroom concept combining asynchronous and synchronous teaching. The students worked at the beginning of the semester on an e-learning module of the learning platform docCom.deutsch on the topic “sharing information” using reflection and processing tasks. In two digital sessions, the students then were able to practice discharge interviews and discussions about risk communication illustrated by the example of screening methods for cancer prevention. In the first zoom session, students practiced in role-plays among themselves. In the second zoom session, they practiced with SP. The evaluation results revealed that 76% of the responding students considered working with the e-learning module as a good preparation for the interviews. According to the evaluation results, satisfaction with the Zoom meeting including SP contact was slightly higher than those with role-plays among themselves. Although the group atmosphere was rated by all responding students as conducive to learning, almost half of them confirmed that using Zoom significantly impaired the atmosphere (47%). In retrospect, the conversion of the communication training to a digital format worked better than expected from both the perspective of teachers and students. The students explicitly appreciated working with SP. From the teachers’ perspective, some specific aspects of successful communication were difficult to reflect on, e.g. non-verbal communication. The use of e-learning as a preparation for practical exercises has proven successful and will be continued in the future.

Addressing undergraduate skill gaps in higher education: Revisiting communication in the major course outcomes

Ongoing employer concerns about communication skill deficits and workforce readiness among college graduates have prompted this regionally-based study comparing survey results between 2015 and 2018 that identified oral and written communication skills that regarded as critical to career success by local employers. Results examine the areas where employer perceptions about communication skill importance and satisfaction had changed, particularly in areas addressed by communication course outcomes adopted by a regional public undergraduate business program. Results indicate that dissatisfaction declined in skills directly addressed by communication curriculum, and in some areas satisfaction levels improved. Implications for aligning undergraduate curriculum to regional workforce needs are discussed.

Advancing Our Understanding of Pediatric Resident Communication Skills and Disruptive Behavior and Mistreatment Strategies.

In “De-escalating Angry Caregivers: A Randomized Controlled Trial of a Novel Communication Curriculum for Pediatric Residents,”1 we developed, implemented, and evaluated the impact of a de-escalation curriculum on pediatric resident communication skills at a single residency program. Our study illustrated that de-escalation encounters are frequent in pediatric care. We presented validity evidence for our assessment tool. Our curriculum was well received, applicable to practice, and significantly improved residents’ perceptions of their performance, although there were no standardized patient rating improvements.

Stop. Rewind. Replay.: Performance, police training and mental health crisis response

Can performance be the means by which a ‘Use of Force‘ paradigm in police training is decentralized? Footage of lethal force encounters between police and individuals in mental health crisis is ceaselessly in the news cycle, dispersing eyewitness accounts to millions who watch the endless replay of these incidents on social media. In the replay of these incidents, spectators observe with bewilderment the missed opportunities, the alternative courses of action that seem so apparent to the outside eye–all that could have been done differently. What if officers themselves could hit rewind and replay on the lethal force encounter with an individual in mental health crisis? Can performance be a vehicle for embodied replay and repetition that generates and makes tacit new forms of bodily knowledge? When performance is made the operative framework in police training, it can set the stage for scenarios that seem reassuringly familiar. But in its high-fidelity repetition of the familiar, performance can de-realize patterns of recognition, altering the course of entrained decision-making to make alternative pathways towards peaceful resolution conceivable, actionable and possible. In this article, Alvarez examines the methodological implications of a four-year research study she conceived in 2016 and initiated in 2017 in Toronto, Canada to design and measure the efficacy of a scenario-based training programme to improve police response to individuals in mental health crisis, with co-investigators Dr Yasmine Kandil (University of Victoria) and Dr Jennifer Lavoie (Wilfrid Laurier University), and a national team of theatre makers; people with lived experience of mental illness; experts in communication, anti-discrimination and cultural safety curriculum design; community advocates; forensic psychologists; clinicians; and police trainers. The training is grounded in the belief that the deceptively familiar hypotheticals of scenario-based training can unsettle sedimented habits, stigmas, and assumptions and naturalize ways of knowing premised on procedural justice.

The Digital Divide: Addressing Artificial Intelligence in Communication Education

Artificial intelligence (AI) has gained both momentum and importance within society over the past several years. This article provides an opening for further discussion to the broader social and digital media research community and those interested in answering important questions related to these areas by leveraging a focused, productive approach. In supporting future educational endeavors within the communication classroom, and specifically to this topic, we propose five important considerations that will move the conversation forward. The considerations within this article are meant to engage scholars in intellectual conversation and to provide an initial foundation for the direction of communication education. They are not meant to be an exhaustive list, but rather initiate discussions within education and research addressing implications emerging technologies have had on our field and what could be incorporated into the media and communication curriculum to prepare educators and students alike.

The Impact of Active Empathetic Listening on an Introductory Communication Course

Listening skills are essential to interpersonal relationships and successful work in teams. Despite its necessity, most communication curriculum in higher education does not target students’ listening skills. This study examines the impact of infusing an Active Empathetic Listening (AEL) module into a large, introductory university communication course. One hundred and seventy-two students (n = 172) from four courses (fall 2018–spring 2020) completed a self-reported questionnaire measuring AEL at three time points across the semester. Results showed that the module made statistically significant differences within all three AEL subscales of sensing, processing, and responding. Results suggest that long-term exposure to the active listening curriculum are required to make behavioral pattern changes to their listening habits. Researchers conclude with recommendations for communication educators, shedding light on how AEL skills can be developed among college students.

Communication Skills: Use of the Interprofessional Communication Curriculum to Address Physical Aspects of Care.

The literature has emphasized the importance of effective communication regarding psychosocial needs; however, other aspects of patient care, including attention to physical needs, are equally important. The aims of this article are to (a) describe an Interprofessional Communication Curriculum (ICC) in oncology, (b) detail the curriculum content specifically focused on physical aspects of care, and (c) illustrate the importance of interprofessional care in oncology. The ICC is organized by the 8 domains of the National Consensus Project for Quality Palliative Care and centers on communication skills needed in oncology clinical practice. Based on initial pilot data, oncology clinicians indicate a high level of satisfaction with the ICC. Additional future training courses supported by the National Cancer Institute will prepare oncology teams to enhance communication with patients and families.

Needs assessment for a curriculum for difficult conversations -a survey from 5 Chinese accredited neurology residency training programs

BackgroundCommunication skill is a core competency in neurology residency training. Specific training in this area at the residency level is often lacking, especially regarding difficult conversations. The aim of this study is to evaluate the current state in teaching residents about difficult conversations in 5 Chinese accredited neurology residency training programs and determine whether there is a perceived need for a formalized curriculum in this field.MethodsAn anonymous, 27-question, cross-sectional online survey addressing difficult conversations for neurological residents were distributed to five grade-A, class-3 hospitals selected from the affiliated teaching hospitals of medical schools qualified to provide neurology residency training in China.ResultsA total of 182 residents responded to the survey, and the response rate was 67.16% (182/271). Of the participants, 84.6% were female and the average age was 26.8 years. The majority of respondent residents (n = 168; 92.31%) reported being exposed to at least one difficult conversation in their medical careers. Only 43 (23.63%) participants reported having previously received formal communication skills training. In comparison with residents without previous training, those with previous training indicated significantly more confidence (P = 0.003) and were under lower pressure (P = 0.037) in managing difficult conversations. Only 97 (53.3%) residents indicated interest in receiving formal training. Time, lack of enthusiasm, lack of educational materials and faculty expertise were commonly cited barriers to formalized training.ConclusionThis survey provides a preliminary assessment of the current status of education on the topic of difficult conversations in five accredited Chinese neurology residency training programs. Our results suggest that there is an unmet need to further develop and implement educational activities by teaching residents to lead difficult conversations. Future efforts should be made to establish and promote a standard and targeted communication curriculum in difficult conversation for Chinese neurological residents.

Family-centered communication: A pilot educational intervention using deliberate practice and patient feedback

ObjectiveThere are few opportunities in medical education dedicated to learning skills for effective communication in life altering patient scenarios. We therefore aimed to develop and assess a longitudinal advanced communication curriculum for pediatric residents using patient feedback and deliberate practice. MethodsPediatric residents at a large academic center were randomized into 2 groups. The intervention group received 6 educational sessions from 2019 to 2020, parent feedback of performance via the Communication Assessment Tool (CAT), and monthly communication tips. Communication skills of both groups were assessed at the end of the intervention. ResultsWe collected 937 CAT assessments on 36 first-year residents. The intervention group demonstrated statistically significant improvement in communication skills from pre to post assessment (p = 0.0063, (odds ratio (OR) 1.76, 95 % confidence interval (CI) [1.17, 2.63]) compared to the control group (p = 0.080, OR 1.41, 95 % CI [0.96, 2.05]). ConclusionsThere are patient and self-identified performance gaps in communication skills for pediatric residents, underscoring the need for formalized curricula dedicated to these skills. Practice implicationsOur study highlights the value of deliberate practice and the integration of family feedback as an educational tool in communication skills development.

The Implementation of Communication Didactics for OB/GYN Residents on the Disclosure of Adverse Perioperative Events

Communication skills are key components of the patient-physician relationship, yet are not routinely taught during residency. Institutional data demonstrates 75% of residents regularly encounter difficult communication scenarios. This study's objective is to develop and pilot a communications didactic/skills training program for Obstetrics & Gynecology (OB/GYN) residents focused on the disclosure of adverse perioperative events. This was an observational, prospective cohort pilot study. OB/GYN residents completed a 4-hour interactive curriculum using VitalTalk methodology, certified facilitators, and simulated patients in 2019. Participants completed self-assessments of their skill levels at 3 time points: prior to training, immediately post-training, 3-month post-training. Wilcoxon signed rank tests were used to evaluate change in skill levels. University-based program in North Carolina. Participants included all OB/GYN residents from postgraduate years 1-4. Out of 31 residents, 27 participated in the training, 24 completed the immediately post-training survey, and 23 completed the 3-month post-training survey. At baseline, most residents rated their global skill level in communication as novice (37.0%) or advanced beginner (33.3%). Immediately following the intervention, 41.7% of residents ranked their global skill as "competent" and 20.8% as "proficient." These changes were statistically significant (p < 0.001). Notable improvements were seen across multiple variables, including the handling of emotional reactions (p = 0.046). No significant changes were noted between the immediately post-training and 3-month time points, suggesting skill retention. Majority of trainees (78.3%) felt that refresher courses would be useful for skill maintenance. A simulation-based formalized communication curriculum is effective for improving OB/GYN resident competence and skill levels in the disclosure of adverse perioperative events. Specific to adverse surgical complications, this curriculum appears feasible for implementation by other training programs. Further work is needed to identify the most beneficial timing and modality of these workshops.

21. FAMILY CENTERED CARE: LONGITUDINAL COMMUNICATIONS TRAINING FOR RESIDENTS

Background Although a huge portion of medical care involves communication, there is little time dedicated to these skills. Additionally, family-centered communication is collaborative and interactive, and these skills are best taught through case-based approaches rather than passive lecture-type didactics. Objectives: We aimed to develop a longitudinal communication curriculum utilizing learner-identified content, delivered via interactive workshops over a 6-month period, supplemented with and guided by family feedback. Methods The curriculum was developed using Kern's scholarly approach. A needs assessment for resident communication skills was conducted with a survey and focus group. The Communication Assessment Tool (CAT) was used for parent feedback of residents’ performance early in the curriculum. Content for workshop sessions was developed from needs assessments, CAT results, and input from program leadership. The curriculum underwent expert internal and external review. Pediatric interns were randomly assigned to a control or intervention group. Six sessions were delivered over 6-months to the intervention group. CAT feedback was shared with the intervention group as part of the curriculum. Results Survey and focus groups identified themes of 1) lack of comfort with communication skills in difficult encounters, and 2) desire for more feedback and practice with these encounters. Five hundred surveys were collected on 36 interns using the CAT prior to the intervention. A 5-point likert scale was graded as 5 or non-5 scores. Residents performed most poorly in discussion of next steps (38% non 5) and in showing interest in families’ ideas of their children's health (28% non 5). Discussion There are self- and patient-identified performance gaps in many pediatric interns, underscoring the need for formalized curricula to teach skills specific to communication in pediatrics, particularly with emphasis on shared decision making and teach back methods. Narrative feedback from resident curriculum participants has demonstrated increased confidence and comfort levels with difficult communication. Future directions include assessment of the patient and family impact of this curriculum using follow-up CAT surveys.

27. STRENGTHENING PARENT - PHYSICIAN COMMUNICATION: A RANDOMIZED DELAYED START CROSSOVER STUDY ON EMPATHIC COMMUNICATION TRAINING

Empathic communication improves satisfaction and clinical outcomes, yet formal empathy training in residency is often minimal. Recent reviews of such interventions show mixed results and are often limited by no patient input, brief study lengths, and insufficient reporting of curricula used. This study examines the effects of a unique empathic communication curriculum for pediatric residents using validated surveys and original feedback tools. Study design addresses the limitations above with the intent to create a curriculum for use by any program. We randomized 23 residents in 2 institutions for empathic communication training. Training occurred at the start or 6 months into the 12-month study. We measured empathy and mindfulness using 4 distinct instruments (2 for residents, 2 for parents) at 5 set timepoints. Residents also completed weekly self-reflection tools, a booster training session, and monthly mentor sessions for 6 months after their training date. One institution's residents gave post study interviews. Parent surveys showed statistically significant rises in resident empathy after training (2.5%, p = 0.02 and 2.9%, p = 0.012). However, baseline scores were already high (90.2% and 88.6% respectively) limiting the amount of quantifiable improvement possible. Resident completed surveys showed no significant rise in scores with training. In qualitative analysis of mentor sessions and post study interviews, residents found the training helpful, noting improved attunement with families and perceptions of parent satisfaction. Residents especially cited better emotional self-regulation, greater focus on addressing parents’ prime concerns, and involving parents more in plan development. Empathic communication is a crucial skill for pediatricians, but many programs lack curricula that create lasting behavior changes. With modifications based on feedback from this pilot study, we believe this model for empathic communication education can be successful and reproducible at other institutions. This was funded by an APPD Special Projects grant.

54. DEVELOPING COMMUNICATION SKILLS IN PEDIATRIC RESIDENTS: HOW DO PARENTS THINK WE ARE DOING?

Background Clear family-centered communication is a foundation of practicing effective pediatric medicine. Formal communications training during residency is often limited and experience is mostly observational. Publications have shown that communication skills of trainees improve after a standardized curriculum, but family representatives were not included. In July 2019 we launched a communications curriculum for pediatric residents anchored in tenants of family-centered care that incorporates Family Faculty (FF), trained parents of patients cared for at our children's hospital. Objective To investigate how FF assessment of learners in an objective structured clinical exam (OSCE) differs from the gold standard of Standardized Patient (SP) assessment. Methods We designed an OSCE in which the resident disclosed a medical error to a SP (playing a patients parent). The SP was trained in character portrayal and checklist completion. The 10-minute encounter was observed by an experienced clinician (EC) and FF through one-way glass, followed by a 20 minute debrief with the learner, SP, EC and FF. The SP, EC and FF all completed a 23-item behavioral anchored checklist that reflected 5 core competencies of family centered communication. Items were rated as not done, partly done or well-done, with well-done indicating mastery. Results 52 residents participated in the OSCE and 42 consented to study participation. The overall average % of learners considered to achieve mastery in each competency was lower as assessed by the FF vs SP: respect and value (50%vs.70%), information sharing (48%vs.67%), participation in care and decision making (40%vs.70%), follow-up (47%vs.60%), and team work (33%vs.52%). Conclusion Across all 5 competencies a lower % of learners reached skill mastery when assessed by FF as compared to SP. Involving FF in the evaluative and instructive components of the curriculum offers a more holistic approach and integrates true stakeholders in parent-physician communication. This initial data suggests that the resources needed to include FF in communications training is likely worthwhile.

A Collaborative Approach for Engaging Students with Severe Disabilities in Physical Education

There is research on the barriers teachers face including students with disabilities, and the extant literature is limited with regard to collaboration between general and special education. To increase the likelihood of effective collaboration, relationships among colleagues should involve on-going and sustained communication regarding students&#8217; skills. The purpose of this study was to examine the collaborative practices between general and special educators in providing access to the curriculum for students with severe disabilities in general physical education. Our primary questions included: How do general and special educators define and provide access to the general education curriculum for students with severe disabilities? How are educational goals between students with severe disabilities and their peers without disabilities developed in a general education setting? Semi-structured interviews were conducted on general and special educators (N = 9), field note observations (n=16) were conducted on one 2nd and 4th grade physical education class that included two students with severe disabilities and their peers (n = 35). Collected documents included lesson plans and a teacher journal across 15 weeks of one academic semester. Data were analyzed using a thematic analysis. Three themes were identified: 1) Taking the Mystery Away, 2) Building Relationships Between Peers Through Communication Strategies and 3) It Makes Sense: Mutual Goals Between the Disciplines. Collaborative practices between special and general educators can bridge knowledge differences on content, curriculum and modes of communication that facilitate student engagement between students with severe disabilities and their peers. Recommendations for identifying communication protocols and establishing collaborative practices are provided.

Las asignaturas de creatividad y estrategia en los Grados en Comunicación en España

El modelo de enseñanza basado en la formación en competencias que instauró el Espacio Europeo de Educación Superior (EEES) está enfocado a adecuar la formación universitaria a las necesidades del mercado laboral. El presente artículo analiza las competencias creativa y estratégica entre las competencias y los perfiles propuestos por ANECA (2005) para los Grados en Comunicación en España. En una segunda fase, se realiza una revisión de las asignaturas relacionadas con la estrategia creativa dentro los planes de estudio de las titulaciones en Comunicación, a partir de una muestra de 125 titulaciones y 202 asignaturas. Los resultados demuestran la escasa presencia de la estrategia creativa en los planes de estudio en Comunicación, siendo los Grados en Publicidad y Relaciones Públicas las titulaciones en las que más aparece, así como la falta de consenso existente en las nomenclaturas de las asignaturas.

Teaching Patient-Related Communication to Surgical Residents in Brief Training Sessions

Effective provider-patient communication has several benefits; however, few surgical residency programs have communication training and surgical residents have limited time for education. We developed a communication curriculum with limited didactics and emphasis on practice. Our objective was to evaluate whether this time-limited intervention led to changes in surgical resident communication skills. A 4-module curriculum was implemented for surgical residents (PGY2-4). Each 30-minute module focused on specific communication micro-skills: empathy, concerns and expectations, chunking information and avoiding jargon, and teach-back. Modules included brief didactics, simulated patient interactions, feedback, and debriefing. Precurriculum, residents completed a 2-station objective structured clinical examination (OSCE) and a survey on communication confidence. Residents evaluated each module and postcurriculum, completed another 2-station OSCE, confidence survey, and overall curriculum evaluation. Using validated rating scales, OSCEs were scored by 2 independent raters. Tertiary care, academic center with a 5-year surgical residency program. All 17 eligible residents completed both OSCEs and surveys, and 14 attended ≥3 modules. Following the curriculum, residents reported increased use of the targeted skills and increased confidence in responding to emotions, information sharing, and bad news telling (p < 0.004). There was no change in history taking. Residents rated the usefulness of each module modestly (2.5-3.1, scale 0-4), however, the likelihood of skill implementation was higher (3.2-3.6). The overall postcurriculum OSCE scores increased (versus precurriculum scores, p < 0.001). Postcurriculum scores increased for empathy, concerns and expectations, and teach-back. Chunking information and avoiding jargon was unchanged. Fifteen residents reported module length as appropriate, and 2 thought they were too short. The brief modules led to increased self-reported use of communication skills and were effective in improving resident communication in OSCEs. This may be a useful curricular model for both surgical and nonsurgical residency programs with limited availability for curricular time.

Analysis of Journalism and Communication Studies in Europe’s Top Ranked Universities: Competencies, Aims and Courses

ABSTRACT This article presents the results of a descriptive study that analyzes 17 curricula in Communication and Journalism of the 8 best ranked universities in Europe in the field of Communication, according to the QS World University Rankings. The research, using both quantitative and qualitative methodology, analyzes the academic curricula focusing on 687 courses, studying the type of courses, credit and subjects and their distribution in the curriculum. Good practices are identified, and trends are indicated in the design of the curricula. Moreover, a content analysis of the curricula of the selected Degrees has been carried out, based on a series of indicators: structure and credit system, objectives of the studies, competencies and professional profiles. The study shows that Journalism and Communication Degrees of the best ranked universities in Europe tend to focus mainly on theoretical courses, research methodologies and optional courses, and to encourage a critical look rather than focusing on an education model based on the professionalization and in the learning of tools and technologies. We conclude that the educational programs of the analyzed universities are not ready to adapt to the important structural changes that communication and the profession have undergone in recent years.

Integrating scientific communication into middle school lessons: A curriculum design research

In this study, a Scientific Communication Curriculum (SCC) was designed for middle school students and teachers to equip them with scientific communication (SC) skills, and the skills included in the SCC were integrated into the middle school lessons. Within the framework of the Curriculum Design Research (CDR), designing the Scientific Communication Curriculum (SCC) and integrating into the lessons were conducted by two cycles and each cycle consisted of four stages; analysis, design, implementation, and evaluation. In the first cycle, SCC was developed and implemented for the evaluating the effectiveness of the SCC in terms of teaching scientific communication skills to the students with the help of Information Technology (IT) course teacher. In the second cycle, the scientific communication skills were integrated into the lessons in collaboration with the teachers and the School Librarian (SL). As a part of the design process, the Teacher Training Program (TTP) was organized to equip all middle school teachers with scientific communication skills and to help them how to teach and how to integrate the SC skills. Furthermore the TTP served as a professional development component of the CDR framework. Based on the quasi-experimental study results and also opinions of the students and the IT teacher towards the first implementation stage, it was concluded that the SCC was effective in equipping students with scientific communication skills. Regarding the findings from the second cycle, the integration process was satisfying for the teachers and the SL. Teachers found the TTP helpful for their professional development. According to views of the teachers and the SL on the integration process was a positive and useful step for them. The results of this study were addressed and discussed under the headings of design principles, curriculum components, and professional development that are components of the CDR model.

Effect of a communication lecture tutorial on breast imaging trainees' confidence with challenging breast imaging patient interactions

PurposeThe aim of the study was to evaluate the effect of a one-hour lecture based communication curriculum on breast imaging trainees' confidence in communicating with patients in a challenging communication setting such as delivering bad news or radiologic error disclosure. Methods12 breast imaging trainees from an academic fellowship program completed questionnaires before and after a communication tutorial. A four breast imaging specific scenario questionnaire assessed confidence by asking the trainees to rank agreement with statements related to their attitude in those specific settings. 12-month follow-up questionnaire was sent to the graduating fellows assessing their -overall confidence in patient communication, the contribution of the curriculum to their self-perceived communication skill and their likelihood in disclosing a radiologic error to a patient. ResultsAll trainees completed the pre and post lecture questionnaire. After the communication tutorial, all trainees reported increased confidence in communicating with patients in a variety of challenging settings with pre lecture survey mean confidence score of 38/98 and post lecture survey mean score of 85.3/98, P = 0.003. Three of eight trainees who completed the 12-month follow up questionnaire reported confidence in their communication skills and reported that the tutorial significantly contributed to their communication skill development. All three agreed that they would be likely to disclose a medical error should they encounter it in their future career. ConclusionsA limited resource one-hour lecture communication tutorial provides effective communication training for breast imaging fellows and is a promising part of a breast imaging curriculum.

A Novel Goals of Care Communication Curriculum for Neurology Residents Improves Confidence and Skills (2899)

A Novel Goals of Care Communication Curriculum for Neurology Residents Improves Confidence and Skills (2899)