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Diagnosis

Official Journal of the Society to Improve Diagnosis in Medicine (SIDM)

Editor-in-Chief: Graber, Mark L. / Plebani, Mario

Ed. by Argy, Nicolas / Epner, Paul L. / Lippi, Giuseppe / Singhal, Geeta / McDonald, Kathryn / Singh, Hardeep / Newman-Toker, David

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CiteScore 2018: 0.69

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Source Normalized Impact per Paper (SNIP) 2018: 0.424

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2194-802X
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Case-based simulation empowering pediatric residents to communicate about diagnostic uncertainty

Maren E. Olson
  • Corresponding author
  • Department of Medical Education, Children’s Hospitals and Clinics of Minnesota, 347 North Smith Ave, Mailstop 70-103, Saint Paul, MN 55102, USA
  • Department of Pediatrics, University of Minnesota Medical School, Minneapolis, MN, USA
  • Email
  • Other articles by this author:
  • De Gruyter OnlineGoogle Scholar
/ Emily Borman-Shoap / Karen Mathias
  • Department of Pediatrics, Children’s Hospitals and Clinics of Minnesota, University of Minnesota Medical School, Minneapolis, MN, USA
  • Other articles by this author:
  • De Gruyter OnlineGoogle Scholar
/ Timothy L. Barnes / Andrew P.J. Olson
  • Department of Pediatrics, University of Minnesota Medical School, Minneapolis, MN, USA
  • Department of Medicine, University of Minnesota Medical School, Minneapolis, MN, USA
  • Email
  • Other articles by this author:
  • De Gruyter OnlineGoogle Scholar
Published Online: 2018-10-26 | DOI: https://doi.org/10.1515/dx-2018-0025

Abstract

Background

Uncertainty is ubiquitous in medical practice. The Pediatrics Milestones from the Accreditation Council on Graduate Medical Education state that advanced learners should acknowledge and communicate about clinical uncertainty. If uncertainty is not acknowledged, patient care may suffer. There are no described curricula specifically aimed to improve learners’ ability to acknowledge and discuss clinical uncertainty. We describe an educational intervention designed to fill this gap.

Methods

Second-year pediatric residents engaged in a two-phase simulation-based educational intervention designed to improve their ability to communicate about diagnostic uncertainty with patients and caregivers. In each phase, residents engaged in two simulated cases and debriefs. Performance was assessed after each simulated patient encounter using standardized metrics, along with learner perceptions of the experience.

Results

Residents’ skills in communicating with patients and families about diagnostic uncertainty improved after this intervention (mean score post 3.84 vs. 3.28 pre on a five-point Likert scale, p<0.001). Residents rated the experience as relevant, challenging and positive.

Conclusions

This prospective study suggests that a simulation-based intervention was effective in improving resident physicians’ skills in communicating about diagnostic uncertainty with patients and families. Further study is needed to determine how learners perform in real clinical environments.

This article offers supplementary material which is provided at the end of the article.

Keywords: communication; medical education; simulation; uncertainty

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About the article

Corresponding author: Maren E. Olson, MD, MPH, Department of Medical Education, Children’s Hospitals and Clinics of Minnesota, 347 North Smith Ave, Mailstop 70-103, Saint Paul, MN 55102, USA; and Department of Pediatrics, University of Minnesota Medical School, Minneapolis, MN, USA


Received: 2018-05-18

Accepted: 2018-09-16

Published Online: 2018-10-26

Published in Print: 2018-11-27


Author contributions: All the authors have accepted responsibility for the entire content of this submitted manuscript and approved submission.

Research funding: Supported by a grant from the Education and Research Committee of Children’s Hospitals and Clinics of Minnesota.

Employment or leadership: None declared.

Honorarium: None declared.

Competing interests: The funding organization(s) played no role in the study design; in the collection, analysis, and interpretation of data; in the writing of the report; or in the decision to submit the report for publication.


Citation Information: Diagnosis, Volume 5, Issue 4, Pages 243–248, ISSN (Online) 2194-802X, ISSN (Print) 2194-8011, DOI: https://doi.org/10.1515/dx-2018-0025.

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