Smithson Sarah, Beck Dallaghan Gary, Crowner Jason, Derry Laura Trollinger, Vijayakumar Akshitha Ammu, Storrie Mindy, Daaleman Timothy P
Department of Medicine, University of North Carolina School of Medicine, Chapel Hill, NC, USA.
University of North Carolina School of Medicine, Chapel Hill, NC, USA.
J Med Educ Curric Dev. 2020 Jun 25;7:2382120520929990. doi: 10.1177/2382120520929990. eCollection 2020 Jan-Dec.
Medical education has traditionally been rooted in the teaching of health and disease processes, with little attention to the development of teamwork and leadership competencies.
In an era of value-based health care provided by high-functioning teams, new approaches are needed to develop communication, leadership, and teamwork skills for medical students.
We designed and piloted a simulation-based educational activity called that linked a workbook, which focused on self-reflection on communication and leadership skills, with professional coaching. The simulation scenario placed students in the role of an upper-level resident on an inpatient service, followed by a small group debrief with students, a clinical faculty member, and a professional executive coach. After the debriefing session, students were invited to complete a self-reflection workbook within 1 week of the initial simulation. The final element of the curriculum was an individualized session with an executive coach. was offered to all fourth-year medical students enrolled in the Social and Health Systems Science required course at the University of North Carolina School of Medicine.
Pre-/post-self-assessments of leadership competencies were completed by students. Pre-simulation self-assessment scores ranged from 3.72 to 4.33 on a 5-point scale. The lowest scores were in "Managing Conflict" and "Managing Others." The highest score was in "Self-Awareness." The post-simulation scores decreased in every competency, with "Managing Others" dropping significantly from 3.72 pre-simulation to 3.36 post-simulation (0.31, < .05). Satisfaction with the curriculum was high, as reflected by a Net Promoter Score of 91% ("excellent" > 50%).
A novel simulation-based educational activity linked to professional coaching is a feasible and impactful strategy to develop leadership, communication, and teamwork skills in medical students. Student insight and self-awareness increased as evidenced by a decrease in competency self-assessment after guided reflection and individualized coaching.
医学教育传统上植根于健康与疾病过程的教学，很少关注团队合作和领导能力的培养。
在由高效团队提供的基于价值的医疗时代，需要新的方法来培养医学生的沟通、领导和团队合作技能。
我们设计并试点了一项名为 的基于模拟的教育活动，该活动将一本专注于沟通和领导技能自我反思的工作手册与专业辅导相结合。模拟场景让学生扮演住院部上级住院医师的角色，随后与学生、临床教员和专业执行教练进行小组汇报。汇报会后，邀请学生在初次模拟后的1周内完成一份自我反思工作手册。课程的最后一部分是与执行教练进行的个性化辅导。该活动面向北卡罗来纳大学医学院所有注册参加社会与健康系统科学必修课程的四年级医学生。
学生完成了领导能力的模拟前/模拟后自我评估。模拟前自我评估分数在5分制中从3.72到4.33不等。最低分数出现在“管理冲突”和“管理他人”方面。最高分数出现在“自我意识”方面。模拟后每个能力的分数都有所下降，“管理他人”从模拟前的3.72显著降至模拟后的3.36（0.31，<0.05）。课程满意度很高，净推荐值为91%（“优秀”>50%）即证明了这一点。
一种与专业辅导相结合的新型基于模拟的教育活动是培养医学生领导、沟通和团队合作技能的可行且有效的策略。通过引导反思和个性化辅导后能力自我评估的下降证明，学生的洞察力和自我意识有所提高。
