Shah Harshal A, Patel Hiral V, Mehta Shyle H, Eichberg Daniel G, Park Jung
Department of Neurological Surgery, Donald and Barbara Zucker School of Medicine at Hofstra/Northwell, Manhasset, USA.
Department of Medicine, University of Maryland School of Medicine, Baltimore, USA.
Cureus. 2024 Dec 18;16(12):e75952. doi: 10.7759/cureus.75952. eCollection 2024 Dec.
Surgical residency lacks standardized curricula for teaching interpersonal and communication skills. We evaluated the utility of a digital health communication platform, Playback Health, that generates audiovisual recordings of patient-provider interactions as a tool for junior neurosurgical resident education.
Junior (postgraduate year (PGY)-2 and PGY-3) neurosurgical residents rated their comfort working with five attending neurosurgeons (one of whom implemented Playback Health) across 10 categories, grouped into three overarching domains encompassing knowledge base, technical skills, and interpersonal skills on a 10-point Likert scale. Ratings were performed at the beginning of the rotation at the hospital as a baseline and then every two months for a total duration of six months.
At baseline, resident ratings of their comfort working with each physician did not differ significantly between the four Playback Non-Users and the Playback User. Regarding knowledge base, significant improvements arose at the four- and six-month time points regarding imaging knowledge (p = 0.045 and p = 0.003, respectively) and preoperative management (p = 0.024 and p = 0.003, respectively), and additionally for intraoperative knowledge at four months (p = 0.021) and postoperative management knowledge (p = 0.002). Among interpersonal skills, there was a significant difference with the physician who implemented Playback Health compared to Playback Non-Users as early as two months across both categories evaluated (understanding of patient concerns and expectations (p = 0.028) and understanding of patient's support structure (p = 0.005)). This difference was sustained across four- and six-month time points.
The implementation of a platform that generates customized audiovisual content during routine patient-provider interactions may be a valuable tool for resident education, particularly regarding interpersonal skills and understanding of patient specific concerns and support structures.
外科住院医师培训缺乏用于教授人际和沟通技能的标准化课程。我们评估了一个数字健康沟通平台Playback Health的效用，该平台可生成患者与医疗服务提供者互动的视听记录，作为神经外科初级住院医师教育的工具。
神经外科初级住院医师（研究生二年级和三年级）对他们与五位神经外科主治医师（其中一位使用Playback Health）合作的舒适度进行评分，评分分为10个类别，分为三个总体领域，包括知识库、技术技能和人际技能，采用10分制李克特量表。在医院轮转开始时进行评分作为基线，然后每两个月进行一次评分，为期六个月。
在基线时，四位未使用Playback Health的住院医师和使用该平台的住院医师对与每位医师合作舒适度的评分没有显著差异。在知识库方面，在四个月和六个月的时间点，影像学知识（分别为p = 0.045和p = 0.003）和术前管理（分别为p = 0.024和p = 0.003）有显著改善，此外在四个月时术中知识（p = 0.021）和术后管理知识（p = 0.002）也有显著改善。在人际技能方面，与未使用Playback Health的医师相比，早在两个月时，与使用该平台的医师在两个评估类别（对患者担忧和期望的理解（p = 0.028）以及对患者支持结构的理解（p = 0.005））上就存在显著差异。这种差异在四个月和六个月的时间点持续存在。
在常规患者与医疗服务提供者互动期间生成定制视听内容的平台的实施，可能是住院医师教育的一个有价值的工具，特别是在人际技能以及对患者特定担忧和支持结构的理解方面。
