Dadiz Rita, Spear Michael L, Denney-Koelsch Erin
Neonatal Innovation and Safety Simulation Program, Department of Pediatrics, University of Rochester Medical Center, Rochester, New York, USA.
C.O.R.E. Palliative Care Team, Department of Pediatrics, St. Christopher's Hospital for Children and Drexel University College of Medicine, Philadelphia, Pennsylvania, USA.
J Pain Symptom Manage. 2017 Feb;53(2):157-161.e2. doi: 10.1016/j.jpainsymman.2016.12.322. Epub 2016 Dec 23.
Difficult family conversations are a challenge for even the most seasoned clinicians. Teaching the skills of successful communication between providers, family members, and patients is a vital component of medical education. However, traditional teaching methods using didactics and expert role modeling are often inadequate.
The train-the-educator workshop aimed to teach educators how to create and conduct workshops on facilitating difficult family conversations that target their own learners' needs.
This three-hour workshop included instruction on scenario writing and on the use of standardized actors as patients and family members. Workshop leaders presented examples of commonly encountered clinical scenarios where difficult information is discussed. The session used experiential teaching techniques. Outcomes were measured by qualitative discussions and a questionnaire to demonstrate communication skills learned from the sessions.
The workshop was well received by participants who consisted of educators attending the annual meeting of the Pediatric Academic Societies in May 2016. Evaluations revealed that 92% of participants agreed or strongly agreed that the workshop achieved the learning objectives. All participants believed that the workshop increased their knowledge, competency, and skills in teaching and facilitation as an educator, with 86% of participants planning to apply the skills toward curriculum development. The major themes that participants learned centered on facilitation skills as an educator and techniques on how to communicate during challenging family meetings (86% of comments).
This train-the-educator workshop addresses a critical need in both palliative care and general medicine by enhancing the educators' skills in designing and implementing a curriculum on communication skills of health care providers using experiential techniques with formative feedback. The authors hope that by outlining the implementation of this three-hour interactive format, future educators will adapt and use this workshop as it works best for their learners.
即使是经验最丰富的临床医生，进行困难的家庭谈话也是一项挑战。教授医疗服务提供者、家庭成员和患者之间成功沟通的技巧是医学教育的重要组成部分。然而，传统的讲授式教学方法和专家示范往往并不充分。
培训教育工作者的工作坊旨在教导教育工作者如何创建和开展针对自身学习者需求的、促进困难家庭谈话的工作坊。
这个三小时的工作坊包括情景编写指导以及使用标准化演员扮演患者和家庭成员的指导。工作坊负责人展示了讨论困难信息的常见临床情景示例。该环节采用体验式教学技巧。通过定性讨论和问卷调查来衡量结果，以证明从这些环节中学到的沟通技巧。
该工作坊受到了参与者的好评，参与者包括参加2016年5月儿科学术协会年会的教育工作者。评估显示，92%的参与者同意或强烈同意该工作坊实现了学习目标。所有参与者都认为该工作坊增加了他们作为教育工作者在教学和促进方面的知识、能力和技能，86%的参与者计划将这些技能应用于课程开发。参与者学到的主要主题集中在作为教育工作者的促进技巧以及在具有挑战性的家庭会议中如何沟通的技巧（86%的评论）。
这个培训教育工作者的工作坊通过增强教育工作者使用体验式技术和形成性反馈来设计和实施医疗服务提供者沟通技能课程的能力，满足了姑息治疗和普通医学中的一项关键需求。作者希望通过概述这种三小时互动形式的实施，未来的教育工作者能够进行调整并使用这个工作坊，因为它对他们的学习者效果最佳。
