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© 2012 NBOME www.nbome.org INSTRUCTION AND ASSESSMENT OF DOCTOR-PATIENT COMMUNICATION SKILLS: A NOVEL WEB-BASED APPROACH Erik Langenau, DO; Luciana Goldstein, MLIS, MSEd; Dot Horber, PhD Continuous Professional Development & Innovations
© 2012 NBOME www.nbome.org Disclosures None to report
© 2012 NBOME www.nbome.org Web-based communication module Competency-based assessment for physicians – Patient care – Medical knowledge – Interpersonal and communication skills – Professionalism – Systems-based practice – Practice-based learning and improvement – Osteopathic principles and practice Assessment needs – Resident level assessment (ACGME and AOA competencies) – Maintenance of Licensure (MOL) – Maintenance of Certification (MOC) – Osteopathic Continuous Certification (OCC) Description of Learning Need
© 2012 NBOME www.nbome.org Web-based communication module 58,000 Osteopathic Physicians in U.S. (7% of all physicians) All physicians – Wish to learn to improve the care of patients – Are busy – Participate in Continuing Medical Education (CME) – Need to comply with new state medical board and specialty board requirements – Want educational activities which are relevant, practical, and easy to use. Description of Learners
© 2012 NBOME www.nbome.org Web-based communication module Increasing emphasis on competency-based assessment for physicians – Medical students – Residents – Practicing physicians Increasing emphasis on doctor-patient communication skills (Teutsch, 2003; Duffy et al, 2004) Increasing use of Objective Structured Clinical Examinations (OSCEs) (Boulet et al, 2009) Emergence of Web-OSCEs (Daetwyer et al, 2010; Novack et al, 2002) Background: web-based communication
© 2012 NBOME www.nbome.org Web-based communication module Web-based communication assessment of doctor-patient communication skills Remote Standardized Patients (RSPs) – Commonly used for education and assessment – Have been used by schools, residency and licensure Many content areas could be considered: – Communication with child – Communication with colleague – Communication with teenager – Cultural diversity – Delivering bad news – Empathy – End of life/health care proxy – Limited English proficiency – Medical mistake E-Learning Solution
© 2012 NBOME www.nbome.org Web-based communication module
© 2012 NBOME www.nbome.org Web-based communication modules Communication-focused Skype Physicians receive – Verbal feedback – Global communication assessment – Communication skills checklist – Self-assessment – Teaching Points Implications for – CME – MOL – OCC – Resident Education
© 2012 NBOME www.nbome.org Web-based communication module Research Purpose: To evaluate the effectiveness and user acceptance of a web-based educational module for doctor-patient communication skills Short-term goal
© 2012 NBOME www.nbome.org Research Study: Web-based communication module Email: – Scheduling, troubleshooting, updating PowerPoint – Training Listserv: – Providing opportunity for RSPs to reach out to one another Doodle: – Obtaining RSP availability Skype: – Training, technical support and live encounters SuperTinTin: – Recording encounters (screen capture) NBOME website: – Uploading videos HP Webcam HD-2200: – Standardize video and audio quality Survey Monkey – Surveying (demographics, post-exercise experience) Technologies used in the project
© 2012 NBOME www.nbome.org Web-based communication module Recruitment Training documents – Skype Trouble Shooting – Encounter Instructions Scheduling Pre-encounter – Skype Username – Technology check – Case Introduction Physician Experience
© 2012 NBOME www.nbome.org Web-based communication module Encounter – Doctor-patient communication (15 min) – Self-assessment (5 min) – Verbal Feedback (10 min) – Support: 24-hour staff support (phone) Post-encounter – Email Self-assessment – Receive email from NBOME staff Completed Global Assessment Completed Case-specific Checklist (Key Action) Completed Self-Assessment Teaching Points – Survey of Experience – Focus Group Discussion NBOME Staff support throughout experience (phone, email and Skype) Physician Experience (continued)
© 2012 NBOME www.nbome.org Web-based communication module Four assessments – Verbal feedback from remote SPs Emphasis on teaching points for each case – Written Feedback Communication key action assessment (key action checklist) Global communication skills assessment – Likert-type scale Self-assessment of global communication skills Formative Assessment
© 2012 NBOME www.nbome.org Web-based communication module Informed by Essential Communication Elements, Kalamazoo Consensus Statement. – Duffy FD, Gordon GH, Whelan G, Cole-Kelly K, Frankel R. Assessing competence in communication and interpersonal skills: the Kalamazoo II report. Academic Medicine. 2004;79(6):495-507. Case Development Committee Global Assessment
© 2012 NBOME www.nbome.org Web-based communication module Case Development Committee Case-Specific Checklist
© 2012 NBOME www.nbome.org Web-based communication module Global Assessment Modified for self assessment Self-Assessment
© 2012 NBOME www.nbome.org Web-based communication module Summary of Case Medical History Pain History Case-specific Information References Teaching Points
© 2012 NBOME www.nbome.org Web-based communication module Introduction to Osteopathic Medicine: 20 min – Review prerecorded PowerPoint Presentation Case Training: 4-6 hours – Portrayal – Scoring (checklist and global assessment) – Technology – Delivering verbal feedback Technology Check: 1 hour Dress Rehearsal: 1 hour Remote Standardized Patient (RSP) Training
© 2012 NBOME www.nbome.org Web-based communication module Training documents – Technology Set Up Procedures – Skype Trouble Shooting – Encounter Instructions Scheduling Pre-encounter – Skype Username – Skype Account – SuperTinTin Encounter – Doctor-patient communication (15 min) – Complete evaluation forms (5 min) – Verbal Feedback (10 min) – Support: 24-hour staff support (phone) Post-encounter – Complete evaluations: checklist, global assessment, technology report – Upload video to NBOME research website – Survey of experience NBOME Staff support throughout experience (phone, email and Skype) Remote Standardized Patient (RSP) Experience
© 2012 NBOME www.nbome.org Research Study: Web-based communication module Web-based communication formative assessment using RSPs Authentic Practice-relevant Allows physicians to participate in a meaningful exercise, while potentially satisfying – Licensure requirements – Specialty board requirements for continuous professional development – Residency program requirements Summary
© 2012 NBOME www.nbome.org Research Study: Web-based communication module Analyze data – Scoring – Survey of Residents – Survey of RSPs – Focus Group of Residents – Focus Group of RSPs Dissemination of findings Next Steps
© 2012 NBOME www.nbome.org Web-based communication module Accreditation Council on Graduate Medical Education. (2007). Common program requirements: general competencies. Retrieved from http://www.acgme.org/Outcome/comp/GeneralCompetenciesStandards21307.pdf. (Archived on 8 June 2011 at http://www.webcitation.org/5zIFGOLtn) American Association of Colleges of Osteopathic Medicine. (April 6, 2012). Osteopathic Core Competencies for Medical Students: Addressing the AOA Seven Core Competencies and the Healthy People Curriculum Task Forces Clinical Prevention and Population Health Curriculum Framework. Retrieved from http://www.aacom.org/InfoFor/educators/mec/cc/Documents/CoreCompetencyLiaisonProject_f inal%20draft.pdf. (Archived on 28 May 2012 at http://www.webcitation.org/6801oYQOq ) American Osteopathic Association. (2004). Core Competency Compliance Program (CCCP) Part III. Retrieved from http://www.do-online.org/pdf/acc_cccppart3.pdf (Archived on 16 May 2012 at http://www.webcitation.org/67i2YR4Sg) Chaudhry, H.J., Rhyne J., Cain, F.E., Young, A., Crane, M., & Bush, F. (2010). Maintenance of Licensure: Protecting the Public, Promoting Quality Health Care. Journal of Medical Regulation, 96, 1-8. Daetwyer, C.F., Cohen, D.G., Gracely, D., & Novak, D.N. (2010). eLearning to enhance physician patient communication: a pilot test of doc.com and WebEncounter in teaching bad news delivery. Medical Teacher, 32, e374-e383. doi: 10.3109/-142159x.2010.495759. Duffy, F.D., Gordon, G.H., Whelan, G., Cole-Kelly, K., & Frankel, R. (2004). Assessing competence in communication and interpersonal skills: the Kalamazoo II report. Academic Medicine, 79(6), 495-507. References
© 2012 NBOME www.nbome.org Web-based communication module Harasim, L. (2012). Learning theory and online technologies. New York, NY: Routledge. National Board of Osteopathic Medical Examiners. (June 2011). Fundamental Osteopathic Medical Competency Domains Document. Retrieved from http://www.nbome.org/docs/NBOME%20Fundamental%20Osteopathic%20Medical%20Compet encies.pdf (Archived on 16 May 2012 at http://www.webcitation.org/67i2FI7pN Novack, D.H., Cohen, D., Peitzman, S.J., Beadenkopf, S., Gracely, E., & Morris, J. (2002). A pilot test of WebOSCE: a system for assessing trainees' clinical skills via teleconference. Medical Teacher, 24(5), 483-7. doi: 10.1080.0142159021000012504. Spagnoletti, C.L., Bui, T., Fisher, G.S., Gonzaga, A.M.R., Rubio, D.M., & Arnold, R.M. (2009). Implementation and evaluation of a web-based communication skills learning tool for training internal medicine interns in patient-doctor communication. Journal of Communication in Healthcare, 2(2), 159-172. Turner, M.K., Simon, S.R., Facemyer, K.C., Newhall, L.M., Veach, T.L. (2006). Web-based Learning Versus Standardized Patients for Teaching Clinical Diagnosis: A Randomized, Controlled, Crossover Trial. Teaching and Learning in Medicine, 18(3), 208-214. References (cont)
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