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Elizabeth A Rider - One of the best experts on this subject based on the ideXlab platform.
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the reliability of a modified kalamazoo consensus statement checklist for assessing the Communication Skills of multidisciplinary clinicians in the simulated environment
Patient Education and Counseling, 2014Co-Authors: Eleanor B Peterson, Elizabeth A Rider, Aaron W CalhounAbstract:Abstract Objective With increased recognition of the importance of sound Communication Skills and Communication Skills education, reliable assessment tools are essential. This study reports on the psychometric properties of an assessment tool based on the Kalamazoo Consensus Statement Essential Elements Communication Checklist. Methods The Gap-Kalamazoo Communication Skills Assessment Form (GKCSAF), a modified version of an existing Communication Skills assessment tool, the Kalamazoo Essential Elements Communication Checklist-Adapted, was used to assess learners in a multidisciplinary, simulation-based Communication Skills educational program using multiple raters. 118 simulated conversations were available for analysis. Internal consistency and inter-rater reliability were determined by calculating a Cronbach's alpha score and intra-class correlation coefficients (ICC), respectively. Results The GKCSAF demonstrated high internal consistency with a Cronbach's alpha score of 0.844 (faculty raters) and 0.880 (peer observer raters), and high inter-rater reliability with an ICC of 0.830 (faculty raters) and 0.89 (peer observer raters). Conclusion The Gap-Kalamazoo Communication Skills Assessment Form is a reliable method of assessing the Communication Skills of multidisciplinary learners using multi-rater methods within the learning environment. Practice implications The Gap-Kalamazoo Communication Skills Assessment Form can be used by educational programs that wish to implement a reliable assessment and feedback system for a variety of learners.
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the reliability of a modified kalamazoo consensus statement checklist for assessing the Communication Skills of multidisciplinary clinicians in the simulated environment
Patient Education and Counseling, 2014Co-Authors: Eleanor B Peterson, Elizabeth A Rider, Aaron W CalhounAbstract:Abstract Objective With increased recognition of the importance of sound Communication Skills and Communication Skills education, reliable assessment tools are essential. This study reports on the psychometric properties of an assessment tool based on the Kalamazoo Consensus Statement Essential Elements Communication Checklist. Methods The Gap-Kalamazoo Communication Skills Assessment Form (GKCSAF), a modified version of an existing Communication Skills assessment tool, the Kalamazoo Essential Elements Communication Checklist-Adapted, was used to assess learners in a multidisciplinary, simulation-based Communication Skills educational program using multiple raters. 118 simulated conversations were available for analysis. Internal consistency and inter-rater reliability were determined by calculating a Cronbach's alpha score and intra-class correlation coefficients (ICC), respectively. Results The GKCSAF demonstrated high internal consistency with a Cronbach's alpha score of 0.844 (faculty raters) and 0.880 (peer observer raters), and high inter-rater reliability with an ICC of 0.830 (faculty raters) and 0.89 (peer observer raters). Conclusion The Gap-Kalamazoo Communication Skills Assessment Form is a reliable method of assessing the Communication Skills of multidisciplinary learners using multi-rater methods within the learning environment. Practice implications The Gap-Kalamazoo Communication Skills Assessment Form can be used by educational programs that wish to implement a reliable assessment and feedback system for a variety of learners.
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Communication Skills competencies definitions and a teaching toolbox
Medical Education, 2006Co-Authors: Elizabeth A Rider, Constance H KeeferAbstract:BACKGROUND Doctors' interpersonal and Communication Skills correlate with improved health care outcomes. International medical organisations require competency in Communication Skills. The Accreditation Council for Graduate Medical Education (ACGME) developed a toolbox for assessing this competency and 5 others, yet none initially for teaching these Skills. PURPOSE AND METHODS The original focus in the development of the ACGME competencies was evaluation. This paper represents a significant step toward defining methods for teaching Communication Skills competencies. A total of 16 medical education leaders from medical schools worldwide, participating in the 2003 Harvard Macy Institute Program for Physician Educators, worked together to: (1) further define the ACGME competency in interpersonal and Communication Skills; (2) delineate teaching strategies for each level of medical education; and (3) create a teaching toolbox to integrate Communication Skills competencies into medical curricula. Four subgroups defined subcompetencies, identified teaching strategies for undergraduate, graduate and postgraduate medical training and brought their work to the larger group. The expanded Communication competencies and teaching strategies were determined by a consensus of the larger group, presented to 80 Harvard Macy Scholars and Faculty for further discussion, then finalised by consensus. CONCLUSION The teaching toolbox expands the ACGME core Communication competencies, adds 20 subcompetencies and connects these competencies to teaching strategies at each level of medical training. It represents the collaboration and consensus of a diverse international group of medical education leaders in a variety of medical specialities and institutions, all involved in teaching Communication Skills. The toolbox is applicable globally across different settings and specialities, and is sensitive to different definitions of health care.
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a model for Communication Skills assessment across the undergraduate curriculum
Medical Teacher, 2006Co-Authors: Elizabeth A Rider, Margaret M Hinrichs, Beth A LownAbstract:Physicians' interpersonal and Communication Skills have a significant impact on patient care and correlate with improved healthcare outcomes. Some studies suggest, however, that Communication Skills decline during the four years of medical school. Regulatory and other medical organizations, recognizing the importance of interpersonal and Communication Skills in the practice of medicine, now require competence in Communication Skills. Two challenges exist: to select a framework of interpersonal and Communication Skills to teach across undergraduate medical education, and to develop and implement a uniform model for the assessment of these Skills. The authors describe a process and model for developing and institutionalizing the assessment of Communication Skills across the undergraduate curriculum. Consensus was built regarding Communication skill competencies by working with course leaders and examination directors, a uniform framework of competencies was selected to both teach and assess Communication Skills, and the framework was implemented across the Harvard Medical School undergraduate curriculum. The authors adapted an assessment framework based on the Bayer-Fetzer Kalamazoo Consensus Statement adapted a patient and added and satisfaction tool to bring patients' perspectives into the assessment of the learners. The core Communication competencies and evaluation instruments were implemented in school-wide courses and assessment exercises including the first-year Patient-Doctor I Clinical Assessment, second-year Objective Structured Clinical Exam (OSCE), third-year Patient-Doctor III Clinical Assessment, fourth-year Comprehensive Clinical Practice Examination and the Core Medicine Clerkships. Faculty were offered workshops and interactive web-based teaching to become familiar with the framework, and students used the framework with repeated opportunities for faculty feedback on these Skills. A model is offered for educational leaders and others who are involved in designing assessment in Communication Skills. By presenting an approach for implementation, the authors hope to provide guidance for the successful integration of Communication Skills assessment in undergraduate medical education.
Wendy Levinson - One of the best experts on this subject based on the ideXlab platform.
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developing physician Communication Skills for patient centered care
Health Affairs, 2010Co-Authors: Wendy Levinson, Cara S Lesser, R EpsteinAbstract:Growing enthusiasm about patient-centered medical homes, fueled by the Patient Protection and Affordable Care Act’s emphasis on improved primary care, has intensified interest in how to deliver patient-centered care. Essential to the delivery of such care are patient-centered Communication Skills. These Skills have a positive impact on patient satisfaction, treatment adherence, and self-management. They can be effectively taught at all levels of medical education and to practicing physicians. Yet most physicians receive limited training in Communication Skills. Policy makers and stakeholders can leverage training grants, payment incentives, certification requirements, and other mechanisms to develop and reward effective patient-centered Communication.
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effect of clinician Communication Skills training on patient satisfaction a randomized controlled trial
Annals of Internal Medicine, 1999Co-Authors: Jonathan B Brown, Myde Boles, John P Mullooly, Wendy LevinsonAbstract:BACKGROUND: Although substantial resources have been invested in Communication Skills training for clinicians, little research has been done to test the actual effect of such training on patient satisfaction. OBJECTIVE: To determine whether clinicians' exposure to a widely used Communication Skills training program increased patient satisfaction with ambulatory medical care visits. DESIGN: Randomized, controlled trial. SETTING: A not-for-profit group-model health maintenance organization in Portland, Oregon. PARTICIPANTS: 69 primary care physicians, surgeons, medical subspecialists, physician assistants, and nurse practitioners from the Permanente Medical Group of the Northwest. INTERVENTION: Thriving in a Busy Practice: Physician-Patient Communication," a Communication Skills training program consisting of two 4-hour interactive workshops. Between workshops, participants audiotaped office visits and studied the audiotapes. MEASUREMENTS: Change in mean overall score on the Art of Medicine survey (HealthCare Research, Inc., Denver, Colorado), which measures patients' satisfaction with clinicians' Communication behaviors, and global visit satisfaction. RESULTS: Although participating clinicians' self-reported ratings of their Communication Skills moderately improved, Communication Skills training did not improve patient satisfaction scores. The mean score on the Art of Medicine survey improved more in the control group (0.072 [95% CI, -0.010 to 0.154]) than in the intervention group (0.030 [CI, -0.060 to 0.1201). CONCLUSIONS: Thriving in a Busy Practice: Physician-Patient Communication," a typical continuing medical education program geared toward developing clinicians' Communication Skills, is not effective in improving general patient satisfaction. To improve global visit satisfaction, Communication Skills training programs may need to be longer and more intensive, teach a broader range of Skills, and provide ongoing performance feedback.
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effect of clinician Communication Skills training on patient satisfaction a randomized controlled trial
Annals of Internal Medicine, 1999Co-Authors: Jonathan B Brown, Myde Boles, John P Mullooly, Wendy LevinsonAbstract:Background Although substantial resources have been invested in Communication Skills training for clinicians, little research has been done to test the actual effect of such training on patient satisfaction. Objective To determine whether clinicians' exposure to a widely used Communication Skills training program increased patient satisfaction with ambulatory medical care visits. Design Randomized, controlled trial. Setting A not-for-profit group-model health maintenance organization in Portland, Oregon. Participants 69 primary care physicians, surgeons, medical subspecialists, physician assistants, and nurse practitioners from the Permanente Medical Group of the Northwest. Intervention "Thriving in a Busy Practice: Physician-Patient Communication," a Communication Skills training program consisting of two 4-hour interactive workshops. Between workshops, participants audiotaped office visits and studied the audiotapes. Measurements Change in mean overall score on the Art of Medicine survey (HealthCare Research, Inc., Denver, Colorado), which measures patients' satisfaction with clinicians' Communication behaviors, and global visit satisfaction. Results Although participating clinicians' self-reported ratings of their Communication Skills moderately improved, Communication Skills training did not improve patient satisfaction scores. The mean score on the Art of Medicine survey improved more in the control group (0.072 [95% CI, -0.010 to 0.154]) than in the intervention group (0.030 [CI, -0.060 to 0.1201). Conclusions "Thriving in a Busy Practice: Physician-Patient Communication," a typical continuing medical education program geared toward developing clinicians' Communication Skills, is not effective in improving general patient satisfaction. To improve global visit satisfaction, Communication Skills training programs may need to be longer and more intensive, teach a broader range of Skills, and provide ongoing performance feedback.
Eleanor B Peterson - One of the best experts on this subject based on the ideXlab platform.
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the reliability of a modified kalamazoo consensus statement checklist for assessing the Communication Skills of multidisciplinary clinicians in the simulated environment
Patient Education and Counseling, 2014Co-Authors: Eleanor B Peterson, Elizabeth A Rider, Aaron W CalhounAbstract:Abstract Objective With increased recognition of the importance of sound Communication Skills and Communication Skills education, reliable assessment tools are essential. This study reports on the psychometric properties of an assessment tool based on the Kalamazoo Consensus Statement Essential Elements Communication Checklist. Methods The Gap-Kalamazoo Communication Skills Assessment Form (GKCSAF), a modified version of an existing Communication Skills assessment tool, the Kalamazoo Essential Elements Communication Checklist-Adapted, was used to assess learners in a multidisciplinary, simulation-based Communication Skills educational program using multiple raters. 118 simulated conversations were available for analysis. Internal consistency and inter-rater reliability were determined by calculating a Cronbach's alpha score and intra-class correlation coefficients (ICC), respectively. Results The GKCSAF demonstrated high internal consistency with a Cronbach's alpha score of 0.844 (faculty raters) and 0.880 (peer observer raters), and high inter-rater reliability with an ICC of 0.830 (faculty raters) and 0.89 (peer observer raters). Conclusion The Gap-Kalamazoo Communication Skills Assessment Form is a reliable method of assessing the Communication Skills of multidisciplinary learners using multi-rater methods within the learning environment. Practice implications The Gap-Kalamazoo Communication Skills Assessment Form can be used by educational programs that wish to implement a reliable assessment and feedback system for a variety of learners.
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the reliability of a modified kalamazoo consensus statement checklist for assessing the Communication Skills of multidisciplinary clinicians in the simulated environment
Patient Education and Counseling, 2014Co-Authors: Eleanor B Peterson, Elizabeth A Rider, Aaron W CalhounAbstract:Abstract Objective With increased recognition of the importance of sound Communication Skills and Communication Skills education, reliable assessment tools are essential. This study reports on the psychometric properties of an assessment tool based on the Kalamazoo Consensus Statement Essential Elements Communication Checklist. Methods The Gap-Kalamazoo Communication Skills Assessment Form (GKCSAF), a modified version of an existing Communication Skills assessment tool, the Kalamazoo Essential Elements Communication Checklist-Adapted, was used to assess learners in a multidisciplinary, simulation-based Communication Skills educational program using multiple raters. 118 simulated conversations were available for analysis. Internal consistency and inter-rater reliability were determined by calculating a Cronbach's alpha score and intra-class correlation coefficients (ICC), respectively. Results The GKCSAF demonstrated high internal consistency with a Cronbach's alpha score of 0.844 (faculty raters) and 0.880 (peer observer raters), and high inter-rater reliability with an ICC of 0.830 (faculty raters) and 0.89 (peer observer raters). Conclusion The Gap-Kalamazoo Communication Skills Assessment Form is a reliable method of assessing the Communication Skills of multidisciplinary learners using multi-rater methods within the learning environment. Practice implications The Gap-Kalamazoo Communication Skills Assessment Form can be used by educational programs that wish to implement a reliable assessment and feedback system for a variety of learners.
Aaron W Calhoun - One of the best experts on this subject based on the ideXlab platform.
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the reliability of a modified kalamazoo consensus statement checklist for assessing the Communication Skills of multidisciplinary clinicians in the simulated environment
Patient Education and Counseling, 2014Co-Authors: Eleanor B Peterson, Elizabeth A Rider, Aaron W CalhounAbstract:Abstract Objective With increased recognition of the importance of sound Communication Skills and Communication Skills education, reliable assessment tools are essential. This study reports on the psychometric properties of an assessment tool based on the Kalamazoo Consensus Statement Essential Elements Communication Checklist. Methods The Gap-Kalamazoo Communication Skills Assessment Form (GKCSAF), a modified version of an existing Communication Skills assessment tool, the Kalamazoo Essential Elements Communication Checklist-Adapted, was used to assess learners in a multidisciplinary, simulation-based Communication Skills educational program using multiple raters. 118 simulated conversations were available for analysis. Internal consistency and inter-rater reliability were determined by calculating a Cronbach's alpha score and intra-class correlation coefficients (ICC), respectively. Results The GKCSAF demonstrated high internal consistency with a Cronbach's alpha score of 0.844 (faculty raters) and 0.880 (peer observer raters), and high inter-rater reliability with an ICC of 0.830 (faculty raters) and 0.89 (peer observer raters). Conclusion The Gap-Kalamazoo Communication Skills Assessment Form is a reliable method of assessing the Communication Skills of multidisciplinary learners using multi-rater methods within the learning environment. Practice implications The Gap-Kalamazoo Communication Skills Assessment Form can be used by educational programs that wish to implement a reliable assessment and feedback system for a variety of learners.
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the reliability of a modified kalamazoo consensus statement checklist for assessing the Communication Skills of multidisciplinary clinicians in the simulated environment
Patient Education and Counseling, 2014Co-Authors: Eleanor B Peterson, Elizabeth A Rider, Aaron W CalhounAbstract:Abstract Objective With increased recognition of the importance of sound Communication Skills and Communication Skills education, reliable assessment tools are essential. This study reports on the psychometric properties of an assessment tool based on the Kalamazoo Consensus Statement Essential Elements Communication Checklist. Methods The Gap-Kalamazoo Communication Skills Assessment Form (GKCSAF), a modified version of an existing Communication Skills assessment tool, the Kalamazoo Essential Elements Communication Checklist-Adapted, was used to assess learners in a multidisciplinary, simulation-based Communication Skills educational program using multiple raters. 118 simulated conversations were available for analysis. Internal consistency and inter-rater reliability were determined by calculating a Cronbach's alpha score and intra-class correlation coefficients (ICC), respectively. Results The GKCSAF demonstrated high internal consistency with a Cronbach's alpha score of 0.844 (faculty raters) and 0.880 (peer observer raters), and high inter-rater reliability with an ICC of 0.830 (faculty raters) and 0.89 (peer observer raters). Conclusion The Gap-Kalamazoo Communication Skills Assessment Form is a reliable method of assessing the Communication Skills of multidisciplinary learners using multi-rater methods within the learning environment. Practice implications The Gap-Kalamazoo Communication Skills Assessment Form can be used by educational programs that wish to implement a reliable assessment and feedback system for a variety of learners.
Jonathan B Brown - One of the best experts on this subject based on the ideXlab platform.
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effect of clinician Communication Skills training on patient satisfaction a randomized controlled trial
Annals of Internal Medicine, 1999Co-Authors: Jonathan B Brown, Myde Boles, John P Mullooly, Wendy LevinsonAbstract:BACKGROUND: Although substantial resources have been invested in Communication Skills training for clinicians, little research has been done to test the actual effect of such training on patient satisfaction. OBJECTIVE: To determine whether clinicians' exposure to a widely used Communication Skills training program increased patient satisfaction with ambulatory medical care visits. DESIGN: Randomized, controlled trial. SETTING: A not-for-profit group-model health maintenance organization in Portland, Oregon. PARTICIPANTS: 69 primary care physicians, surgeons, medical subspecialists, physician assistants, and nurse practitioners from the Permanente Medical Group of the Northwest. INTERVENTION: Thriving in a Busy Practice: Physician-Patient Communication," a Communication Skills training program consisting of two 4-hour interactive workshops. Between workshops, participants audiotaped office visits and studied the audiotapes. MEASUREMENTS: Change in mean overall score on the Art of Medicine survey (HealthCare Research, Inc., Denver, Colorado), which measures patients' satisfaction with clinicians' Communication behaviors, and global visit satisfaction. RESULTS: Although participating clinicians' self-reported ratings of their Communication Skills moderately improved, Communication Skills training did not improve patient satisfaction scores. The mean score on the Art of Medicine survey improved more in the control group (0.072 [95% CI, -0.010 to 0.154]) than in the intervention group (0.030 [CI, -0.060 to 0.1201). CONCLUSIONS: Thriving in a Busy Practice: Physician-Patient Communication," a typical continuing medical education program geared toward developing clinicians' Communication Skills, is not effective in improving general patient satisfaction. To improve global visit satisfaction, Communication Skills training programs may need to be longer and more intensive, teach a broader range of Skills, and provide ongoing performance feedback.
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effect of clinician Communication Skills training on patient satisfaction a randomized controlled trial
Annals of Internal Medicine, 1999Co-Authors: Jonathan B Brown, Myde Boles, John P Mullooly, Wendy LevinsonAbstract:Background Although substantial resources have been invested in Communication Skills training for clinicians, little research has been done to test the actual effect of such training on patient satisfaction. Objective To determine whether clinicians' exposure to a widely used Communication Skills training program increased patient satisfaction with ambulatory medical care visits. Design Randomized, controlled trial. Setting A not-for-profit group-model health maintenance organization in Portland, Oregon. Participants 69 primary care physicians, surgeons, medical subspecialists, physician assistants, and nurse practitioners from the Permanente Medical Group of the Northwest. Intervention "Thriving in a Busy Practice: Physician-Patient Communication," a Communication Skills training program consisting of two 4-hour interactive workshops. Between workshops, participants audiotaped office visits and studied the audiotapes. Measurements Change in mean overall score on the Art of Medicine survey (HealthCare Research, Inc., Denver, Colorado), which measures patients' satisfaction with clinicians' Communication behaviors, and global visit satisfaction. Results Although participating clinicians' self-reported ratings of their Communication Skills moderately improved, Communication Skills training did not improve patient satisfaction scores. The mean score on the Art of Medicine survey improved more in the control group (0.072 [95% CI, -0.010 to 0.154]) than in the intervention group (0.030 [CI, -0.060 to 0.1201). Conclusions "Thriving in a Busy Practice: Physician-Patient Communication," a typical continuing medical education program geared toward developing clinicians' Communication Skills, is not effective in improving general patient satisfaction. To improve global visit satisfaction, Communication Skills training programs may need to be longer and more intensive, teach a broader range of Skills, and provide ongoing performance feedback.