Bringing competency-based communication training to scale: A multi-institutional virtual simulation-based mastery learning curriculum for Emergency Medicine residents.
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| Title: | Bringing competency-based communication training to scale: A multi-institutional virtual simulation-based mastery learning curriculum for Emergency Medicine residents. |
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| Authors: | Aluce, Laurie M.1 laurie.aluce@nm.org, Cooper, Julie J.2,3, Emlet, Lillian Liang4,5, Cohen, Elaine R.6, Ostrowski, Simon J.7, Wood, Gordon J.8, Vermylen, Julia H.8 |
| Source: | Medical Teacher. Mar2025, Vol. 47 Issue 3, p505-512. 8p. |
| Subject Terms: | *Medical education, *Academic medical centers, *Course evaluation (Education), *Role playing, *Simulation methods in education, *Pre-tests & post-tests, *Online education, *Adult education workshops, *Outcome-based education, *Communication education, *Disclosure, Research funding, Emergency medicine, Catastrophic illness, Descriptive statistics, Hospital medical staff |
| Abstract: | Purpose: Serious illness communication skills are essential for physicians, yet competency-based training is lacking. We address scalability barriers to competency-based communication skills training by assessing the feasibility of a multi-center, virtual simulation-based mastery learning (vSBML) curriculum on breaking bad news (BBN). Methods: First-year emergency medicine residents at three academic medical centers participated in the virtual curriculum. Participants completed a pretest with a standardized patient (SP), a workshop with didactics and small group roleplay with SPs, a posttest with an SP, and additional deliberate practice sessions if needed to achieve the minimum passing standard (MPS). Participants were assessed using a previously published BBN assessment tool that included a checklist and scaled items. Authors compared pre- and posttests to evaluate the impact of the curriculum. Results: Twenty-eight (90%) of 31 eligible residents completed the curriculum. Eighty-nine percent of participants did not meet the MPS at pretest. Post-intervention, there was a statistically significant improvement in checklist performance (Median= 93% vs. 53%, p < 0.001) and on all scaled items assessing quality of communication. All participants ultimately achieved the MPS. Conclusions: A multi-site vSBML curriculum brought all participants to mastery in the core communication skill of BBN and represents a feasible, scalable model to incorporate competency-based communication skills education in a widespread manner. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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