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Look Who's Talking: A Survey of Pediatric Program Directors on Communication Skills Education in Pediatric Residency
Suzanne Reed1, Ariel Frey-Vogel1, Mackenzie Frost1
1Department of Pediatrics, The Ohio State University College of Medicine, Nationwide Children's Hospital, Columbus (S Reed); Department of Pediatrics, Harvard Medical School, MassGeneral Hospital for Children, Boston, Mass (A Frey-Vogel); Department of Pediatrics, University of Texas Southwestern Medical Center, Dallas (M Frost).
Objective:
To determine current practices for communication skills curriculum and assessment in pediatric residency programs and to identify programs' greatest needs regarding communication curricula and assessment.
Methods:
We surveyed pediatric residency program directors about their programs' approach to teaching and assessing residents' communication skills and how satisfied they were with their curricula and assessment of competence. Respondents were asked about their programs' greatest needs for teaching and assessing communication skills.
Results:
Response rate was 41% (82/202). Most programs did teach communication skills to residents; only 14% provided no formal training. Programs identified various 1) educational formats for teaching communication skills, 2) curricular content, and 3) assessment methods for determining competence. Many programs were less than satisfied with their curriculum and the accuracy of their assessments. The greatest programmatic need regarding curricula was time, while the greatest need for assessment was a tool.
Conclusions:
While teaching and assessment of communication skills is common in pediatric residency programs, it is inconsistent and variable, and many programs are not satisfied with their current communication training. There is need for development of and access to appropriate and useful curricula as well as a practical tool for assessment which has been evaluated for validity evidence.