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Related Experiment Video

Updated: Jun 13, 2026

A Simple Stimulatory Device for Evoking Point-like Tactile Stimuli: A Searchlight for LFP to Spike Transitions
07:34

A Simple Stimulatory Device for Evoking Point-like Tactile Stimuli: A Searchlight for LFP to Spike Transitions

Published on: March 25, 2014

ARCH-SPIKES: Faculty Development to Deliver High-Stake, Complex Feedback.

Gretchen Shelesky1,2, Gregory Castelli3, Suzan Skef4

  • 1UPMC St. Margaret Faculty Development Fellowship, Pittsburgh, PA.

Family Medicine
|June 12, 2026
PubMed
Summary
This summary is machine-generated.

Medical educators showed improved competence and comfort giving difficult feedback after a workshop on the ARCH (ask, reinforce, correct, help) and SPIKES (set up, assess perception, invitation for information, give knowledge, address emotion, strategy and summary) model.

Related Experiment Videos

Last Updated: Jun 13, 2026

A Simple Stimulatory Device for Evoking Point-like Tactile Stimuli: A Searchlight for LFP to Spike Transitions
07:34

A Simple Stimulatory Device for Evoking Point-like Tactile Stimuli: A Searchlight for LFP to Spike Transitions

Published on: March 25, 2014

Area of Science:

  • Medical Education
  • Communication Skills Training

Background:

  • Medical educators frequently deliver high-stakes, sensitive feedback without formal training.
  • Effective communication strategies are crucial for learner development and patient care.

Purpose of the Study:

  • To assess the impact of a workshop combining the ARCH (ask, reinforce, correct, help) and SPIKES (set up, assess perception, invitation for information, give knowledge, address emotion, strategy and summary) models.
  • To evaluate improvements in educator competence, comfort, knowledge, and utilization of the ARCH-SPIKES model for delivering difficult feedback.

Main Methods:

  • Prospective survey design study with pre-workshop, immediate post-workshop, and 6-9 month follow-up assessments.
  • Workshop duration: 60-90 minutes, incorporating practice sessions for delivering feedback.
  • IRB-approved study conducted between 2019 and 2022.

Main Results:

  • Significant increases in participant-reported competence (33% to 73%) and comfort (16% to 59%) with delivering feedback.
  • Sharp rise in knowledge of ARCH (18% to 98%) and SPIKES (9% to 94%) acronyms post-workshop.
  • 36% of participants reported using the ARCH-SPIKES model in the 6 months following the workshop.

Conclusions:

  • A brief, interactive workshop significantly enhances medical educators' self-reported ability to deliver high-stakes feedback.
  • The ARCH-SPIKES model shows promise for improving communication skills in medical education.
  • Sustained improvements in knowledge and application of feedback strategies were observed post-intervention.