Terry Deane

Donna Breger-StantonIrma Walker-Adame

Sharon GormanLauri Paolinetti

  Graduates establish the rapport needed to sustain

effective personal and professional relationships by actively and empathically listening to patients, families, health-care team members, professional colleagues and other relevant constituents.

Communication must be effective in both verbal and written formats. Effective communication allows for graduates to respect personal, cultural, social and economic values of those they serve and with whom communicate on many levels.

2

Academic Council requests the definition reflects body language as a component of the EF definition

3

Effective communication is the ability to empathically, effectively and accurately exchange information with all parties in healthcare delivery.

4

Graduates at all degree levels will demonstrate effective communication through interpersonal, professional and information exchange skills. These skills allow the graduate to facilitate and sustain effective relationships with patients, families, healthcare team members, professional colleagues and other relevant constituents.

5

Communication must be effective in verbal and written formats and includes non-verbal, behavioral and team building skills. Effective communication enables graduates to respect personal, professional, cultural, social and economic values of those they serve and with whom they communicate in the healthcare setting.

6

Simulation must be addressed Non-technical skills addressed to indicate

the need to understand human factors that are so essential to preventing human errors, i.e. team working and situation awareness can be used in specific assessment tools

Changes in terms

7

Criteria for Assessment/Sub-competencies 

Evaluation Methodologies  

Communicates clearly and effectively with patients and families  

1. Oral Communication   

Demonstrates relevant medical and biopsychosocial knowledge in encounters with patients and their families.

Patient or simulated patient feedback, assessment with simulated patient (i.e., OSCE or HFMBS), multiple choice examinations, essay/written examinations

Demonstrates active listening

Faculty /preceptors feedback during teaching sessions/interviews, patient or simulated patient feedback, assessment with simulated patient (i.e., OSCE or HFMBS), peer assessment

8

Demonstrates empathic responding, including summarization, use of silence, reflection, patient’s comments, use of facilitative responses, and confrontation as appropriate

Faculty /preceptors feedback during teaching sessions/interviews, patient or simulated patient feedback, assessment with simulated patient (i.e., OSCE or HFMBS), peer assessment

Sets priorities for each encounter and demonstrates ability to negotiate therapeutic goals and treatment plans

Faculty /preceptors feedback during teaching sessions/interviews, patient or simulated patient feedback, assessment with simulated patient (i.e., OSCE or HFMBS, peer assessment

9

Clearly and coherently explains diagnosis and options in treatment and care in patient-appropriate language (i.e., use of non-technical language)

Faculty /preceptors feedback during teaching sessions/interviews, patient or simulated patient feedback, assessment with simulated patient (i.e., OSCE or HFMBS), peer assessment

Demonstrates the ability to convey bad news sensitively, compassionately, and clearly.

Faculty /preceptors feedback during teaching sessions/interviews, patient or simulated patient feedback, assessment with simulated patient (i.e., OSCE or HFMBS), peer assessment

10

Recognizes and responds appropriately to patient interactions that are complicated by stigmatizing conditions, socio-economic problems, language and culture, sexual orientation, spiritual/religious, cognitive impairment, personality styles, and /or strong emotional content 

Faculty /preceptors feedback during teaching sessions/interviews, patient or simulated patient feedback, assessment with simulated patient (i.e., OSCE or HFMBS), peer assessment

11

Implements the process of obtaining informed consent with due regard for threats to validity 

Faculty direct observation and feedback, patient or simulated patient feedback, assessment with simulated patient (i.e., OSCE or HFMBS ), peer assessment

12

2. Written Communication  

Explains diagnosis and treatment in clear and concise written language

Faculty feedback during teaching sessions, OSCE, CPX, written exams, essays

Composes letters that clearly and effectively advocate for the patient

Prepare sample letters with faculty feedback

13

Communicates clearly and effectively with teachers, colleagues, health- care team members, and the wider community

 

1. Oral Communication  

Accurately and appropriately summarizes patient narratives, clinical evaluations and medical decision making on rounds and in conferences

Faculty feedback during teaching sessions, formalized faculty/clinical preceptor observations of students, peer assessment

Maintains appropriate continued contact with team members regarding patient care

Formalized feedback from other team members (i.e., faculty, peers, RNs, APNs, PA’s, MD’s)

14

Maintains respectful and collegial interpersonal relationships with team members.

Faculty feedback during teaching sessions, formalized faculty/clinical preceptor observations of students, peer assessment

Demonstrates traits of adaptability, flexibility, reliability, punctuality and responsibility

Faculty feedback during teaching sessions, formalized faculty/clinical preceptor observations of students, peer assessment

15

Demonstrates the cognitive and social skills of team working and situation awareness

Faculty feedback during teaching sessions, formalized faculty/clinical preceptor observations of students, simulation-based team assessments (Standardized patient (SP) or HFMBS)

16

2. Written Communication  

Communicates the initial patient evaluation (write-up) and subsequent daily evaluation (progress notes) in clear and concise written language appropriate to the task at hand

Faculty/clinical preceptor review of written patient care data

Composes case reports and written medical reports in clear and understandable language

Faculty/clinical preceptor review of written patient care data

17

Develops effective teaching skills appropriate to a variety of settings  

Demonstrates competence in oral presentation to larger groups 

Formalized faculty observation of students, peer assessment, video tape critique

Demonstrates ability to facilitate the interactive process/team building in small group settings

Formalized faculty observation of students, peer assessment, video tape critique

Demonstrates effective one-to-one teaching on clinical rounds

Formalized faculty/clinical preceptor observation of students, peer assessment, video tape critique 

18

Uses computer technology effectively

 

Uses bibliography databases as a resource for patient care, research, and problem solving

Written assignments and reports, review of presentation materials  

Uses common communication software packages (i.e, word processing, powerpoint)

Written assignments and reports, review of presentation materials

Uses computer for communication with patients, families, health-care team members and insurance companies

Written assignments and reports, patient, peer, preceptor, and other professionals reporting

OSCE = Objective Structured Clinical Examination

HFMBS = High Fidelity Mannequin-Based Simulation

19

20

Acknowledgements

Adapted from: http://www.hsc.stonybrook.edu/som/eff_comm.cfm 2/2/2010

With special thanks to Celeste Villaneuva