Teaching CONSULT: Consultation with Novel methods & Simulation for UME Longitudinal Training.
Introduction: An important area of communication in healthcare is the consultation. Existing literature suggests that formal training in consultation communication is lacking. We aimed to conduct a targeted needs assessment of third-year students on their experience calling consultations, and base...
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doaj-93ef2b3c7615439f9041a54d530a90b92020-11-25T01:48:48ZengeScholarship Publishing, University of CaliforniaWestern Journal of Emergency Medicine1936-900X1936-90182015-10-0116684585010.5811/westjem.2015.9.25520Teaching CONSULT: Consultation with Novel methods & Simulation for UME Longitudinal Training.Keme Carter0Andrew Golden1Shannon Martin2Sarah Donlan3Sara Hock4Christine Babcock5Jeanne Farnan6Vineet Arora7University of Chicago, Section of Emergency Medicine, Chicago, IllinoisUniversity of Chicago Pritzker School of Medicine, Chicago, IllinoisUniversity of Chicago, Section of Emergency Medicine, Chicago, IllinoisNorthShore University HealthSystem, Division of Emergency Medicine, Evanston, IllinoisUniversity of Chicago, Section of Emergency Medicine, Chicago, IllinoisUniversity of Chicago, Section of Emergency Medicine, Chicago, IllinoisUniversity of Chicago, Section of Hospital Medicine, Chicago, IllinoisUniversity of Chicago, Section of General Internal Medicine, Chicago, IllinoisIntroduction: An important area of communication in healthcare is the consultation. Existing literature suggests that formal training in consultation communication is lacking. We aimed to conduct a targeted needs assessment of third-year students on their experience calling consultations, and based on these results, develop, pilot, and evaluate the effectiveness of a consultation curriculum for different learner levels that can be implemented as a longitudinal curriculum. Methods: Baseline needs assessment data were gathered using a survey completed by third-year students at the conclusion of the clinical clerkships. The survey assessed students’ knowledge of the standardized consultation, experience and comfort calling consultations, and previous instruction received on consultation communication. Implementation of the consultation curriculum began the following academic year. Second-year students were introduced to Kessler’s 5 Cs consultation model through a didactic session consisting of a lecture, viewing of “trigger” videos illustrating standardized and informal consults, followed by reflection and discussion. Curriculum effectiveness was assessed through pre- and post- curriculum surveys that assessed knowledge of and comfort with the consultation process. Fourth-year students participated in a consultation curriculum that provided instruction on the 5 Cs model and allowed for continued practice of consultation skills through simulation during the Emergency Medicine clerkship. Proficiency in consult communication in this cohort was assessed using two assessment tools, the Global Rating Scale and the 5 Cs Checklist. Results: The targeted needs assessment of third-year students indicated that 93% of students have called a consultation during their clerkships, but only 24% received feedback. Post-curriculum, second-year students identified more components of the 5 Cs model (4.04 vs. 4.81, p<0.001) and reported greater comfort with the consultation process (0% vs. 69%, p<0.001). Post- curriculum, fourth-year students scored higher in all criteria measuring consultation effectiveness (p<0.001 for all) and included more necessary items in simulated consultations (62% vs. 77%, p<0.001). Conclusion: While third-year medical students reported calling consultations, few felt comfortable and formal training was lacking. A curriculum in consult communication for different levels of learners can improve knowledge and comfort prior to clinical clerkships and improve consultation skills prior to residency training.http://escholarship.org/uc/item/8fb5000kConsultation Communication |
collection |
DOAJ |
language |
English |
format |
Article |
sources |
DOAJ |
author |
Keme Carter Andrew Golden Shannon Martin Sarah Donlan Sara Hock Christine Babcock Jeanne Farnan Vineet Arora |
spellingShingle |
Keme Carter Andrew Golden Shannon Martin Sarah Donlan Sara Hock Christine Babcock Jeanne Farnan Vineet Arora Teaching CONSULT: Consultation with Novel methods & Simulation for UME Longitudinal Training. Western Journal of Emergency Medicine Consultation Communication |
author_facet |
Keme Carter Andrew Golden Shannon Martin Sarah Donlan Sara Hock Christine Babcock Jeanne Farnan Vineet Arora |
author_sort |
Keme Carter |
title |
Teaching CONSULT: Consultation with Novel methods & Simulation for UME Longitudinal Training. |
title_short |
Teaching CONSULT: Consultation with Novel methods & Simulation for UME Longitudinal Training. |
title_full |
Teaching CONSULT: Consultation with Novel methods & Simulation for UME Longitudinal Training. |
title_fullStr |
Teaching CONSULT: Consultation with Novel methods & Simulation for UME Longitudinal Training. |
title_full_unstemmed |
Teaching CONSULT: Consultation with Novel methods & Simulation for UME Longitudinal Training. |
title_sort |
teaching consult: consultation with novel methods & simulation for ume longitudinal training. |
publisher |
eScholarship Publishing, University of California |
series |
Western Journal of Emergency Medicine |
issn |
1936-900X 1936-9018 |
publishDate |
2015-10-01 |
description |
Introduction: An important area of communication in healthcare is the consultation. Existing literature
suggests that formal training in consultation communication is lacking. We aimed to conduct a targeted
needs assessment of third-year students on their experience calling consultations, and based on these
results, develop, pilot, and evaluate the effectiveness of a consultation curriculum for different learner
levels that can be implemented as a longitudinal curriculum.
Methods: Baseline needs assessment data were gathered using a survey completed by third-year
students at the conclusion of the clinical clerkships. The survey assessed students’ knowledge of
the standardized consultation, experience and comfort calling consultations, and previous instruction
received on consultation communication. Implementation of the consultation curriculum began the
following academic year. Second-year students were introduced to Kessler’s 5 Cs consultation
model through a didactic session consisting of a lecture, viewing of “trigger” videos illustrating
standardized and informal consults, followed by reflection and discussion. Curriculum effectiveness
was assessed through pre- and post- curriculum surveys that assessed knowledge of and comfort
with the consultation process. Fourth-year students participated in a consultation curriculum that
provided instruction on the 5 Cs model and allowed for continued practice of consultation skills through
simulation during the Emergency Medicine clerkship. Proficiency in consult communication in this
cohort was assessed using two assessment tools, the Global Rating Scale and the 5 Cs Checklist.
Results: The targeted needs assessment of third-year students indicated that 93% of students
have called a consultation during their clerkships, but only 24% received feedback. Post-curriculum,
second-year students identified more components of the 5 Cs model (4.04 vs. 4.81, p<0.001) and
reported greater comfort with the consultation process (0% vs. 69%, p<0.001). Post- curriculum,
fourth-year students scored higher in all criteria measuring consultation effectiveness (p<0.001 for
all) and included more necessary items in simulated consultations (62% vs. 77%, p<0.001).
Conclusion: While third-year medical students reported calling consultations, few felt comfortable
and formal training was lacking. A curriculum in consult communication for different levels of learners
can improve knowledge and comfort prior to clinical clerkships and improve consultation skills prior
to residency training. |
topic |
Consultation Communication |
url |
http://escholarship.org/uc/item/8fb5000k |
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