Isaac K S Ng, Wilson G W Goh, Li Feng Tan, Desmond B Teo, Ann Toh, Nicola Ngiam
{"title":"Novel, multimodal, simulation practice with evolving case scenario for teaching familial communications in undergraduate medical training.","authors":"Isaac K S Ng, Wilson G W Goh, Li Feng Tan, Desmond B Teo, Ann Toh, Nicola Ngiam","doi":"10.1080/0142159X.2025.2473602","DOIUrl":null,"url":null,"abstract":"<p><p><b>What was the educational challenge?</b>There is a growing recognition of the importance of familial involvement in patient care. In Asian societies, communications with patients' families for routine medical updates and shared decision-making are considered part-and-parcel of clinical practice. Yet, training in familial communications has remained, by and far, a neglected aspect of conventional communications skills training in the medical curriculum, despite distinctive nuances in the communications approach.</p><p><p><b>What was the solution?</b>We developed a novel, multimodal simulation-based course to teaching final-year medical students on communications with patients' families, involving pre-simulation frontloading didactic lecture, hands-on simulated practice with standardised patients using an evolving/unfolding case scenario, and post-activity reflections.<b>What lessons were learned that are relevant to a wider global audience?</b>Blended learning with didactic core content frontloading, followed by clinical scenario-based simulated practice with standardised patients is a useful pedagogical modality for teaching familial communications in undergraduate medical education. Specifically, the use of an unfolding case vignette injects realism and variability in simulation practice that assesses candidates' adaptability and critical thinking, as well as help them appreciate how preceding interactions can influence the nature of subsequent familial communications.</p><p><p><b>What are the next steps?</b>We plan to optimise our familial communications training program based on received student feedback and after-action review from our first cycle of implementation. For subsequent iterations, we aim to perform pre- and post-activity surveys and objective assessments to determine the efficacy of this programme in improving students' knowledge and confidence in familial communications.</p>","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1-3"},"PeriodicalIF":3.3000,"publicationDate":"2025-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Medical Teacher","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1080/0142159X.2025.2473602","RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION, SCIENTIFIC DISCIPLINES","Score":null,"Total":0}
引用次数: 0
Abstract
What was the educational challenge?There is a growing recognition of the importance of familial involvement in patient care. In Asian societies, communications with patients' families for routine medical updates and shared decision-making are considered part-and-parcel of clinical practice. Yet, training in familial communications has remained, by and far, a neglected aspect of conventional communications skills training in the medical curriculum, despite distinctive nuances in the communications approach.
What was the solution?We developed a novel, multimodal simulation-based course to teaching final-year medical students on communications with patients' families, involving pre-simulation frontloading didactic lecture, hands-on simulated practice with standardised patients using an evolving/unfolding case scenario, and post-activity reflections.What lessons were learned that are relevant to a wider global audience?Blended learning with didactic core content frontloading, followed by clinical scenario-based simulated practice with standardised patients is a useful pedagogical modality for teaching familial communications in undergraduate medical education. Specifically, the use of an unfolding case vignette injects realism and variability in simulation practice that assesses candidates' adaptability and critical thinking, as well as help them appreciate how preceding interactions can influence the nature of subsequent familial communications.
What are the next steps?We plan to optimise our familial communications training program based on received student feedback and after-action review from our first cycle of implementation. For subsequent iterations, we aim to perform pre- and post-activity surveys and objective assessments to determine the efficacy of this programme in improving students' knowledge and confidence in familial communications.
期刊介绍:
Medical Teacher provides accounts of new teaching methods, guidance on structuring courses and assessing achievement, and serves as a forum for communication between medical teachers and those involved in general education. In particular, the journal recognizes the problems teachers have in keeping up-to-date with the developments in educational methods that lead to more effective teaching and learning at a time when the content of the curriculum—from medical procedures to policy changes in health care provision—is also changing. The journal features reports of innovation and research in medical education, case studies, survey articles, practical guidelines, reviews of current literature and book reviews. All articles are peer reviewed.