O6 Teaching communication skills in the Covid-19 era: an online workshop for medical students

Abstract

Introduction Effective communication is a fundamental aspect of good medical practice. It has been shown to enhance patient safety and care1 yet poor communication continues to be cited as a leading cause of adverse events, patient dissatisfaction and complaints.2 Communication skills programs have shown improvements in communication beyond that achieved by standard patient encounters3 however amidst the Covid-19 pandemic face-to-face training opportunities are limited. We developed a real-time online workshop to teach undergraduate communication skills in a virtual environment. Methods We designed a multimodal programme utilising Kolb’s experiential learning cycle4 to meet the learning objectives identified on the paediatric undergraduate curriculum (see figure 1). We introduced the session exploring students’ objectives with focus on creating a psychologically safe environment. A pre-recorded simulated ‘breaking bad news’ scenario followed, interspersed with group reflection on the management of non-accidental injuries, approaches to difficult discussions and dealing with conflict. Students then role-played in break-out groups: (i) disclosure of a medication error and (ii) obtaining consent for a lumbar puncture followed by peer-led feedback and group reflection. We surveyed students’ confidence of the learning objectives prior to and after the workshop collecting quantitative and qualitative feedback. We also considered the feasibility of the session including resources required, technical issues and levels of student engagement. Results The session was delivered on Blackboard Collaborate, a virtual classroom tool, by three paediatricians and attended by 26 students. Internet connectivity issues were minimal and using a web-based application (Articulate Rise) ensured video quality was preserved. The video observation and opportunity to practice and interact with peers in small groups were rated highly by students. Breakout groups stimulated active learning with students describing the role play as ‘daunting’ but ‘really useful’. Monitoring student engagement was challenging but high usage of the interactive whiteboard was encouraging. Confidence in all learning outcomes improved following the workshop (pre->post test% of students self-assessed as confident): talking to anxious parents (0->83.3%); explaining common procedures and investigations (13.6->100%); obtaining consent (13.6->91.7%); breaking bad news (22.7->66.6%) and explaining safeguarding concerns (0->58.3%). Discussion and Conclusion Undergraduate paediatric curriculums must address essential competencies in communication. This is particularly challenging in the Covid-19 era with reduced clinical exposure. We found online workshops are feasible, require minimal resources and are well received by students. Utilising online small group personal tutor sessions, we plan to repeat this workshop regularly over the next academic year. References Poore JA, Cullen DL, Schaar GL. Simulation-based interprofessional education guided by Kolb’s experiential learning theory. Clin Simul Nurs 2014;10(5):e241-e247. doi:10.1016/j.ecns.2014.01.004 Abdelrahman Wedad AA. Understanding patient complaints. BMJ 2017;356:452. Haak R, Rosenbohm J, Koerfer A, Obliers R, Wicht MJ. The effect of undergraduate education in communication skills: A randomised controlled clinical trial. Eur J Dent Educ 2008;12(4):213–218. doi:10.1111/j.1600-0579.2008.00521.x Yardley S, Teunissen PW, Dornan T. Experiential learning: AMEE Guide No. 63. Med Teach 2012(2);34: doi:10.3109/0142159X.2012.650741