Evidence map›Paper›PMID 35804336›Full record

ArticleBMC medical education2022

An educational intervention to facilitate appropriate subspecialty referrals: a study assessing resident communication skills.

Elise A Stave, Larrie Greenberg, Ellen Hamburger, Mary Ottolini, Dewesh Agrawal, Karen Lewis, John R Barber, James E Bost, Ashraf S Harahsheh

Abstract read
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In one paragraph

Article in BMC medical education, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 4 papers, 1 of them a synthesis that pooled it.

0numbers the graph read from it
0cells of the map it votes in
4citing papers in PubMed, 1 pooled it
–field-weighted citation impact
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

4 citing papers in PubMed, 1 synthesis or guideline pooled it.

  1. Pooled it
  2. Article
  3. Article
  4. A framework to simplify paediatric syncope diagnosis.European journal of pediatrics · 2023
    Review
4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

9 authors.

Elise A StavePediatrics, Children's National Hospital, Washington, DC, USA.
Larrie GreenbergPediatrics, Children's National Hospital, Washington, DC, USA.
Ellen HamburgerPediatrics, Children's National Hospital, Washington, DC, USA.
Mary OttoliniMaine Medical Center, Portland, ME, USA.
Dewesh AgrawalPediatrics, Children's National Hospital, Washington, DC, USA.
Karen LewisGeorge Washington University School of Medicine and Health Sciences, Washington, DC, USA.
John R BarberPediatrics, Children's National Hospital, Washington, DC, USA.
James E BostPediatrics, Children's National Hospital, Washington, DC, USA.
Ashraf S HarahshehPediatrics, Children's National Hospital, Washington, DC, USA. aharahsh@childrensnational.org.ORCID http://orcid.org/0000-0002-2622-573X

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

backgroundOur goal was to improve pediatric residents' advanced communication skills in the setting of referral to address the entrustable professional activity of subspecialty referral identified by the American Board of Pediatrics. To accomplish this aim, we created a referral and consultation curriculum to teach and assess core communication skills in subspecialty referral involving an adolescent with syncope, an anxiety-provoking symptom that is rarely associated with serious pathology.

methodsWe utilized blended multimodal educational interventions to improve resident communication skills in referral of patients. Trainees participated in 1) an interactive online module on syncope focusing on "red-flag" symptoms that would warrant a subspecialty cardiology referral and 2) a 4-h intervention with Standardized Parents (SPs), focusing on the case-based application of communication skills. Communication skills were assessed by two pre- and post- Objective Structured Clinical Examination encounters of patients with syncope, with an SP evaluation using a 20-item checklist. Analysis was performed with Sign test and McNemar's test. Trainees provided feedback on a Critical Incident Questionnaire, which was analyzed qualitatively.

resultsSixty-four residents participated. There was an overall improvement in communication skills based on SP scores (82.7 ± 10.9% to 91.7 ± 5.0%, p < 0.001), and 13/20 items demonstrated significant improvement post-intervention. Residents' improved performance enabled them to address patient/family emotions, explain referral logistics, and clarify concerns to agree on a plan.

conclusionsBy participating in this curriculum, residents' communication skills improved immediately post-intervention. Further research is needed to assess if this intervention improves patient care by providing residents with enduring skills to judiciously manage the referral process.

Indexed as

Internship and ResidencyAdolescentChildClinical CompetenceCommunicationCurriculumHumansReferral and ConsultationSyncopeCommunicationEducational interventionPediatric cardiologyPediatric residentsSubspecialty referralSyncope

Identifiers

PMID35804336
PMCPMC9270829

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Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.