Grossniklaus Emily, King Ann M, D'Addario Angelo E, Berg Brigham Karen, Gallagher Thomas H, Musselman Thea G, Hester Kendra, Mazor Kathleen M, White Andrew A
Department of Medicine, VA Puget Sound Healthcare System and University of Washington School of Medicine, Seattle, WA, United States.
National Board of Medical Examiners, Philadelphia, PA, United States.
Front Health Serv. 2025 Aug 29;5:1503922. doi: 10.3389/frhs.2025.1503922. eCollection 2025.
U.S. resident physicians are required to demonstrate competency in disclosing patient safety events to patients, including harmful errors. The Video-based Communication Assessment (VCA) is a novel tool that provides opportunities to practice and receive feedback on communication skills. VCA practice and feedback are associated with improvements in residents' error disclosure skills, but no research exists regarding faculty members' views on implementing the VCA in patient safety curricula. We sought to evaluate faculty members' views on using the VCA for teaching error disclosure communication in residency, and to identify barriers and facilitators to VCA adoption.
Mixed methods study using a validated survey of Acceptability, Appropriateness, and Feasibility (AAF), and thematic content analysis of structured key informant interviews with faculty.
25 faculty completed both the AAF survey and interview. Overall, the faculty rated the VCA with a mean AAF score of 4.23 (out of 5). Analysis of the interviews identified case quality, relevancy, and fulfillment of a curricular void as attractive aspects of the tool, while feedback delays and content were identified as limitations. A major challenge to implementation included finding curricular time. Faculty anticipated the VCA would be useful for resident remediation and could be used in faculty coaching on error disclosure.
The VCA seems to be an acceptable and feasible tool for teaching error disclosure; this finding warrants confirmation and testing in other specialties. Faculty members expected the VCA would be useful for both improving poor performance as well as informing faculty coaching, although these approaches remain untested. To facilitate adoption, faculty recommended protecting curricular time for VCA use and effectively communicating with residents about who will review their personal assessments and how the exercise will support their learning.
美国住院医师需要证明自己具备向患者披露包括有害差错在内的患者安全事件的能力。基于视频的沟通评估（VCA）是一种新型工具，它为沟通技能的练习和获得反馈提供了机会。VCA练习和反馈与住院医师差错披露技能的提高相关，但尚无关于教员对在患者安全课程中实施VCA的看法的研究。我们试图评估教员对在住院医师培训中使用VCA教授差错披露沟通的看法，并确定采用VCA的障碍和促进因素。
采用验证过的可接受性、适宜性和可行性（AAF）调查问卷进行混合方法研究，并对教员进行结构化关键信息访谈的主题内容分析。
25名教员完成了AAF调查问卷和访谈。总体而言，教员对VCA的AAF平均评分为4.23（满分5分）。访谈分析表明，案例质量、相关性和填补课程空白是该工具吸引人的方面，而反馈延迟和内容被视为局限性。实施的一个主要挑战包括找到课程时间。教员预计VCA对住院医师的补救会有用，并且可用于教员关于差错披露的指导。
VCA似乎是教授差错披露的一种可接受且可行的工具；这一发现有待在其他专业中得到证实和测试。教员预计VCA对改善不佳表现以及为教员指导提供信息都会有用，尽管这些方法仍未经测试。为便于采用，教员建议为使用VCA预留课程时间，并与住院医师有效沟通谁将审查他们的个人评估以及该练习将如何支持他们的学习。
