Abstract
Objective
To determine whether the use of family members as educators in a structured educational intervention would increase neonatology fellows’ confidence in performing core communication skills targeted to guide family decision-making.
Study Design
Neonatology fellows at two centers participated in simulation-based training utilizing formally trained family members of former patients. Fellows completed self-assessment surveys before participating, immediately following participation, and 1-month following the training. Family members also evaluated fellow communication.
Results
For each core competency assessed, there was a statistically significant increase in self-perceived preparedness from pre-course to post-course assessments. Fellows additionally endorsed using skills learned in the curriculum in daily clinical practice. Family educators rated fellow communication highest in empathetic listening and nonverbal communication.
Conclusions
Participation in a communication skills curriculum utilizing formally trained family members as educators for medical trainees successfully increased fellows’ self-perceived preparedness in selected core competencies in communication. Family educators provided useful, generalizable feedback.
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Acknowledgements
Thank you to DeeJo Miller for her assistance in the creation and implementation of this project and to the participating neonatal–perinatal medicine fellows at both performance sites. The authors also wish to thank the Patient and Family Partnership Council at University Hospitals Cleveland Medical Center Rainbow Babies and Children’s Hospital and the Family Advisory Board at Children’s Mercy Hospital for their many contributions.
Funding
All phases of this study performed at Rainbow Babies and Children’s Hospital were supported by internal grant funding through the Rainbow Babies and Children’s Foundation Fellowship Research Award Program. Study related activities performed at Children’s Mercy Hospital were supported by organizational funding provided by Children’s Mercy Hospital.
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Dr. Parham conceptualized and designed the study, created key study-related materials, reviewed and adapted key study-related materials, recruited and trained key study personnel, designed and revised data collection instruments, implemented and provided oversight for all phases of the study at both performance sites, collected the data, drafted the initial paper, and reviewed and revised the paper. Drs. Reed, Sharma, and Brunkhorst provided key study-related material utilized in the recruitment and training of study personnel, were responsible for the implementation and oversight of all phases of the study at Children’s Mercy Hospital, coordinated and supervised data collection at Children’s Mercy Hospital, and critically reviewed the paper. Dr. Olicker assisted in the conceptualization and design of the study, revision and adaptation of key study-related materials, revision of data collection instruments, and the review and revision of the paper. Dr. Parrill assisted in the conceptualization and design of the study, revision of data collection instruments, and revision of the paper. Dr. Noel-MacDonnell assisted in the data collection and all phases of data analysis as well as the critical review and revision of the paper. Dr. Voos assisted in the conceptualization and design of the study, revision and adaptation of key study-related materials, recruitment of key study personnel, revision of data collection instruments, provided oversight for all phases of study at both performance sites, supervised data collection, and critically reviewed the paper. All authors approved the final paper as submitted and agree to be accountable for all aspects of the work.
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Parham, D., Reed, D., Olicker, A. et al. Families as educators: a family-centered approach to teaching communication skills to neonatology fellows. J Perinatol 39, 1392–1398 (2019). https://doi.org/10.1038/s41372-019-0441-7
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DOI: https://doi.org/10.1038/s41372-019-0441-7
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