Lee-Miller Cathy, Navarre Brittany, Lorimer Dean, Price Harper, Newbern Dorothee, Librizzi Jamie, Bhavaraju Vasudha
Phoenix Children's Hospital Residency Program.
Stanford University, Stanford, California; and.
ATS Sch. 2020 Jul 30;1(3):301-306. doi: 10.34197/ats-scholar.2020-0021IN.
Safe patient care includes effective communication. The Accreditation Council for Graduate Medical Education common program requirements include core requirements for trainees to act in a consultative manner and communicate effectively. However, trainees do not commonly receive formal education on this topic. We created a 1-hour workshop to teach residents and fellows how to effectively call consults, including how to formulate a cogent and comprehensive consult question. The workshop, delivered over a 1-hour noon conference, included a didactic portion and interactive small-group case-based learning. We used pre- and postworkshop surveys to assess learners' prior training, knowledge, and comfort levels in calling consults. Subspecialists answered a separate survey about the quality of consults received from trainees before and 30 days after the workshop. Seventy-three trainees attended the workshop (41.2% of total trainees invited). After the workshop, the percentage of learners who identified as very or somewhat comfortable with calling consults increased from 82% to 91%. Before the workshop, 87% of trainees could identify key elements in a consult, which increased to 100% after the workshop. There was not a statistically significant improvement in subspecialists' ratings of the overall quality of consults they received 30 days after the workshop. Training learners on the key components and etiquette of calling consults is crucial for the development of effective communication among providers. This training is generally lacking from undergraduate medical education; thus, it is important to provide education in calling consults during residency and fellowship.
安全的患者护理包括有效的沟通。毕业后医学教育认证委员会的共同项目要求包括学员以咨询方式行事并有效沟通的核心要求。然而，学员通常没有接受过关于这个主题的正规教育。我们创建了一个1小时的工作坊，来教授住院医师和专科住院医师如何有效地进行会诊，包括如何提出有说服力和全面的会诊问题。这个工作坊在一个1小时的午间会议上进行，包括一个教学部分和基于案例的互动小组学习。我们使用工作坊前后的调查问卷来评估学习者在进行会诊方面的先前培训、知识和舒适度。专科医生回答了一份关于工作坊前和工作坊后30天从学员那里收到的会诊质量的单独调查问卷。73名学员参加了这个工作坊（占受邀学员总数的41.2%）。工作坊结束后，认为自己在进行会诊时非常或有点自在的学习者比例从82%增加到了91%。在工作坊之前，87%的学员能够识别会诊中的关键要素，工作坊之后这一比例增加到了100%。工作坊30天后，专科医生对他们收到的会诊总体质量的评分没有统计学上的显著提高。培训学习者关于进行会诊的关键组成部分和礼仪对于医疗服务提供者之间有效沟通的发展至关重要。本科医学教育通常缺乏这种培训；因此，在住院医师和专科住院医师培训期间提供会诊方面的教育很重要。
