Families as educators: a family-centered approach to teaching communication skills to neonatology fellows.
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.
Journal of perinatology : official journal of the California Perinatal Association
Communication; Curriculum; Decision Making, Shared; Education, Medical, Graduate; Family; Fellowships and Scholarships; Humans; Infant, Newborn; Neonatology; Professional Competence; Professional-Family Relations; Self-Assessment; Simulation Training
Communication; Curriculum; Shared Decision Making; Graduate Medical Education; Professional Competence; Professional-Family Relations
Parham D, Reed D, Olicker A, et al. Families as educators: a family-centered approach to teaching communication skills to neonatology fellows. J Perinatol. 2019;39(10):1392-1398. doi:10.1038/s41372-019-0441-7