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Difficult Conversations: A Collaborative Interprofessional Simulation for Social Work, Athletic Training and

Hailee Lauritzen1, Eric G Post, Chelsea Elwood

  • 1School of Social Work, Eastern Michigan University, 206L Marshall, Ypsilanti, MI 48197, USA. Tel 734-487-0457. hlauritz@emich.edu.

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Summary
This summary is machine-generated.

Healthcare students gain confidence in difficult conversations but struggle with empathy. Simulated patient encounters revealed a gap between knowing patient-centered care (PCC) skills and applying them effectively.

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Area of Science:

  • Medical Education
  • Interprofessional Education
  • Patient-Centered Care

Background:

  • Healthcare professionals face high demands, leading to burnout and decreased patient satisfaction.
  • Students graduating from healthcare programs must be competent in sensitive patient interactions.
  • A gap exists between understanding patient-centered care (PCC) principles and their practical application.

Purpose of the Study:

  • To assess the impact of a shared educational module and simulated patient encounters on student confidence and competence.
  • To evaluate student skills in discussing sensitive topics like intimate partner violence, substance abuse, and suicidal ideation.
  • To identify discrepancies between student self-perceptions and standardized patient (SP) feedback on empathy and understanding.

Main Methods:

  • A collective learning module on patient-centered care (PCC) skills was delivered to social work, athletic training, and physician assistant students.
  • Students completed a self-assessment survey on engaging in difficult conversations before and after a simulated patient encounter.
  • Standardized patients (SPs) evaluated student performance using the Patient-Professional Interaction Questionnaire (PPIQ).

Main Results:

  • Students reported high confidence in their ability to use PCC skills during difficult conversations.
  • Standardized patients reported a lack of empathy and understanding from the students during simulations.
  • A significant disconnect was observed between students' theoretical knowledge of PCC and its practical implementation.

Conclusions:

  • While students understand the principles of patient-centered care, they struggle to translate this knowledge into empathetic practice.
  • Simulated patient encounters are valuable for highlighting the gap between perceived and actual competence in difficult conversations.
  • Further training is needed to bridge the gap between theoretical PCC knowledge and empathetic patient interaction skills.