(1065) Novel Training Program Improves Provider Confidence and Competence in Bidirectional Communication

Introduction: Previous studies demonstrated a noteworthy lack of bi-directional communication skills across all provider levels. A novel curriculum was designed to train medical students in these important skills. A pilot study was designed to assess the efficacy of this interactive training program.

Methods: Eight Rush Medical College students were recruited. This 70-minute simulation-based training was delivered in the high-fidelity Rush University Medical Center's Center for Clinical Skills and Simulation. Study participants completed a pre- and post-assessment confidence survey in eight established domains of communication. They completed two 15-minute simulated patient cases and a one-on-one interactive training session. All study participants consented to video recording of these standardized interactions. Paid medical actors were employed for the standardized patient interactions.

Results: Sixteen encounters were recorded. The subjects included second year medical students (n=3) and third year medical students (n=5). On pre-survey, 63% (n=5) of study participants reported having prior training in communication. However, 100% (n=8) of participants reported no formal training in bi-directional communication. Subjects demonstrated statistically significant improvement in confidence in reaching agreements on problems and plans (p < 0.03) and providing closure (p < 0.005). Participants demonstrated the least gain in confidence in nonverbal communication and gathering information; they demonstrated the most gain in confidence in providing closure. Participants demonstrated the most gain in competence in providing closure; they demonstrated the least gain in competence in sharing information. Participants demonstrated statistically significant improvement in competency in verbal communication (p < 0.04) and providing closure (p < 0.008).

Conclusions: Simulation training is effective in increasing medical student confidence and competence in essential bi-directional communication skills that are lacking in clinicians. This curriculum serves learners well, most so in training the learner to provide closure in a short time. A larger study is necessary to determine the utility of simulation-based training for trainees and faculty who specialize in critical care.