Radiology resident educationInterpersonal and Communication Skills Training for Radiology Trainees Using a Rotating Peer Supervision Model (Microteaching)1
Section snippets
Overview
An expedited institutional review board review for this retrospective analysis of our experience was obtained. During 2 years, incoming residents and interventional radiology fellows (to be called trainees) took this mandatory Interpersonal and Communication Skills course. There were a total of 20 trainees (11 men, nine women). The series started with an introductory lecture during one of the regular morning teaching conferences for the entire departmental trainee group. Subsequent activities
Introductory Lecture
Trainees’ ratings of the doctor behavior in the first video ranged from “good” to “poor,” with relatively global statements of what the physician could have done better (such as “he should have been firmer,” “he should have shown more understanding”). However, trainees were unable to give concrete feedback on how this could have been implemented, with one exception: both years, trainees chided the doctor in the first video for not having introduced himself, although the doctor clearly had
Discussion
The communication training was based heavily on establishing rapport rapidly by use of behavioral awareness and adaptation to the conversation partner’s preferred mode of communication. Our assumption is that an individual who feels comfortable in a situation will be at greater ease to find the right words. If tension can be eased quickly, the potential for conflict is lessened. Expectancy of adverse outcomes often results in self-fulfilling prophecies that express themselves in nonverbal cues (
References (30)
- et al.
Adjunctive non-pharmacologic analgesia for invasive medical proceduresa randomized trial
Lancet
(2000) - et al.
Educating interventional radiology personnel in nonpharmacologic anesthesiaeffect on patients’ pain perception
Acad Radiol
(1997) - et al.
Shaping the experience of behaviorconstruct of an electronic teaching module in nonpharmacologic analgesia and anxiolysis
Acad Radiol
(2002) Accreditation Council for Graduate Medical Education
On teaching negotiation
Rotating peer supervisionimplementation and evaluation of its effect on the inner-direction and internal control constructs of teacher trainees
Doctor of Philosophy Dissertation
(1974)- et al.
Neurolinguistic Programming. Volume 1
The Study of Subjective Experience
(1980) Manual for the State-Trait Anxiety Inventory STAI (form Y)
(1983)- et al.
Nonpharmacologic analgesia and anxiolysis for interventional radiological procedures
Semin Interv Radiol
(1999) - et al.
Empathic attention and self-hypnotic relaxation for interventional radiological procedures
(1996)
Experiential Learning
Experience as the Source of Learning and Development
When Teachers Face Themselves
Supervision as teachingan analogue
Clinical Supervision
Pretest and posttest reactions to self-viewing one’s teaching performance on video tape
J Educ Psychol
Cited by (15)
Incorporating Patient- and Family-Centered Care Into Radiology Residency Training Through an Experiential Curriculum
2019, Journal of the American College of RadiologyCitation Excerpt :Others have shown that strong patient-centered communication results in better outcomes for pediatric patients and those in intensive care units [13,14]. More recently, Rawson and Moretz addressed how best to think about PFCC in the context of radiology practice [15], and Lang et al incorporated microteaching into residency training as a tool to enhance residents’ communication skills [16]. Based on these studies, the Committee opted to identify a set of validated experiential resources that could be adapted to a variety of practice settings, thereby providing programs with tools to ensure strong communication skills upon completion of residency training (Table 1).
Economics of MRI Operations After Implementation of Interpersonal Skills Training
2018, Journal of the American College of RadiologyA Review of Resources and Methodologies Available for Teaching and Assessing Patient-Related Communication Skills in Radiology
2018, Academic RadiologyCitation Excerpt :A brief description of each technique follows in the next few paragraphs. Microteaching is a pedagogical technique for training teachers, in which students learn from each other utilizing observation, analysis, and evaluation of their own teaching styles in a group setting (29). In this age of reflective, active learning, microteaching allows the student teacher to learn by practicing and receiving feedback from a safe learning audience.
A better patient experience through better communication
2012, Journal of Radiology NursingCitation Excerpt :Similarly, in interventional radiology, on the average $338 per case can be saved just by intent to offer a Comfort Talk™ approach (Lang & Rosen, 2002). Within the scope of our current NIH-NCCAM grant (1R43AT006296), we were able to query the comfort levels of MRI technologists and nurses in three hospitals with a pretraining questionnaire we had previously developed for use in communication training with Radiology trainees (Lang et al., 2005b). Being praised as the “best technolgist/nurse/doctor” invariably elicited high ratings for generating comfort among radiology personnel.
Effect of Team Training on Patients' Ability to Complete MRI Examinations
2010, Academic RadiologyCitation Excerpt :Because this concept requires the health care provider to establish a very rapid understanding of patients' needs and customize the approach, heavy emphasis was based on instant rapport skills that were a staple of the hypnotic and therapeutic work of Milton Erickson, the “father” of American hypnosis (8). Taken in themselves, these rapport skills had also successfully been used for the training of radiology residents in interpersonal and communication skills in an Accreditation Council for Graduate Medical Education training module (9) and seemed suitable for the MRI practice as described under Teaching Content. Great care was taken to make the training a communal effort, including all professional groups of the practice from the receptionists to the technologists, nurses, doctors, and practice chief.
This work was supported by grant RO1 AT 0002-05 from the National Institutes of Health and grant 1K24 AT 01074-01 from the National Center for Complementary and Alternative Medicine. The content is solely the responsibility of the authors and does not necessarily reflect the official views of National Center for Complementary and Alternative Medicine or the National Institutes of Health.