TY - JOUR
T1 - Enhancing communication skills for pediatric visits through on-line training using video demonstrations
AU - Kemper, Kathi J.
AU - Foy, Jane M.
AU - Wissow, Larry
AU - Shore, Steve
N1 - Funding Information:
Dr. Kemper was supported in part by the Duke Endowment, the NIH NCCAM K24AT002207 and by the Caryl Guth Fund for Holistic and Integrative Medicine at Wake Forest University School of Medicine. Dr. Foy was supported by the Duke Endowment. Dr. Wissow was supported by NIMH grant RO1 MH62469. We are grateful to Jessica Gobble and Chris Jones at NC Northwest AHEC for programming the web site and survey. We are grateful to Dr. Michael Lischke, director of NW AHEC and WFUSM CME for allowing NW AHEC to host the curriculum and for facilitating CME credit for participants.
PY - 2008
Y1 - 2008
N2 - Background. Training in communication skills for health professionals is important, but there are substantial barriers to individual in-person training for practicing clinicians. We evaluated the feasibility and desirability of on-line training and sought suggestions for future courses. Methods. Based on successful in-person curricula for communication skills and our previous on-line curricula, we created an on-line course consisting of 28 modules (4.75 hours CME credit) about communication skills during pediatric visits that included a mental health concern; each module included a brief case, a multiple choice question, an explanation, and a 1-2 minute video demonstrating key skills. Specific communication skills included: greeting, setting an agenda, discussing diagnosis and treatment, and managing negative interactions. The course was announced by emails in spring, 2007; the course was available on-line for 60 days; we aimed to enroll 50 clinicians. Outcomes were analyzed for those who evaluated the course within 75 days of its initial availability. Results. Overall, 61 clinicians registered, of whom most were nurses (N = 24), physicians (N = 22), or psychologists or social workers (N = 12). Of the 36 (59%) clinicians who evaluated the course, over 85% agreed that all course objectives had been met; over 90% reported greater confidence in greetings and agenda-setting; and over 80% reported greater confidence in discussing diagnosis and treatment and managing negative interactions. Nearly all, 97% would recommend the course to other clinicians and trainees. Suggestions for improvement included a library of additional video vignettes and written materials to accompany the on-line training. Conclusion. On-line training in communication skills for pediatric mental health visits is feasible, desirable and associated with increased confidence in key skills. Positive feedback from clinicians suggests that a comparison of on-line versus in-person training is warranted.
AB - Background. Training in communication skills for health professionals is important, but there are substantial barriers to individual in-person training for practicing clinicians. We evaluated the feasibility and desirability of on-line training and sought suggestions for future courses. Methods. Based on successful in-person curricula for communication skills and our previous on-line curricula, we created an on-line course consisting of 28 modules (4.75 hours CME credit) about communication skills during pediatric visits that included a mental health concern; each module included a brief case, a multiple choice question, an explanation, and a 1-2 minute video demonstrating key skills. Specific communication skills included: greeting, setting an agenda, discussing diagnosis and treatment, and managing negative interactions. The course was announced by emails in spring, 2007; the course was available on-line for 60 days; we aimed to enroll 50 clinicians. Outcomes were analyzed for those who evaluated the course within 75 days of its initial availability. Results. Overall, 61 clinicians registered, of whom most were nurses (N = 24), physicians (N = 22), or psychologists or social workers (N = 12). Of the 36 (59%) clinicians who evaluated the course, over 85% agreed that all course objectives had been met; over 90% reported greater confidence in greetings and agenda-setting; and over 80% reported greater confidence in discussing diagnosis and treatment and managing negative interactions. Nearly all, 97% would recommend the course to other clinicians and trainees. Suggestions for improvement included a library of additional video vignettes and written materials to accompany the on-line training. Conclusion. On-line training in communication skills for pediatric mental health visits is feasible, desirable and associated with increased confidence in key skills. Positive feedback from clinicians suggests that a comparison of on-line versus in-person training is warranted.
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U2 - 10.1186/1472-6920-8-8
DO - 10.1186/1472-6920-8-8
M3 - Article
C2 - 18267028
AN - SCOPUS:40349112714
SN - 1472-6920
VL - 8
JO - BMC medical education
JF - BMC medical education
M1 - 8
ER -