Riverside Methodist Hospital/OhioHealth Foundation
Project Title: Teaching Disclosure: A Patient-Centered Simulation Training for the Crucial Conversation
Principal Investigator: Sara Sukalich, MD
Always Events: Following a medical error, physicians will always provide an explanation to the patient and family regarding what happened, potential implications or consequences of error, a commitment to investigate what went wrong, feedback regarding the findings of the investigation, and an apology or expression of regret.
Dr. Sara Sukalich of Riverside Methodist Hospital in Columbus, Ohio, describes the Graduate Medical Education Challenge Grant Program that is being implementing to educate medical residents about disclosing medical error to patients and their families.
Project Overview: This project will attempt to close the gap by providing a robust training and competency assessment for medical residents on how to disclose medical errors and improve communication skills, using the National Quality Forum’s guidelines. Subjects for this project will be PGY 1 residents in multiple disciplines training at Riverside Methodist Hospital. Training will include didactic sessions, standardized patient encounters involving disclosure of medical error, and debriefing sessions following the encounter to provide formative feedback and performance evaluation. The goal of this project is to ensure that the skills needed to provide full disclosure of medical errors are taught to trainees, and assessment of trainees’ competence in these skills is evaluated.
Mount Sinai School of Medicine
Project PARIS (Parents And Residents In Session)
Principal Investigator: Joel Forman, MD
Co-Investigators: Eyal Shemesh, MD and
Christine Low, LCSW
Project PARIS-Parents and Residents In Session, a research project that is being underwritten by Picker Institute, Gold Foundation, and Mount Sinai, calls for a supervised meeting between a family member of a previously hospitalized child and a resident in the context of their pediatric residency rotation as a way to bring the voice of the patient and patient’s family to the forefront, while educating medical residents about the importance of practicing Patient- and Family-Centered Care.
- Project PARIS project team, residents, and family faculty
Following a recent site visit to Mount Sinai, it became quite clear that this initiative is not just educating residents about PFCC, it is touching their hearts and minds and leaving a lasting impact on the ways they practice medicine.
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June 2011 Graduate Medical Education Challenge Grant Spotlight
“How do you have the conversation?” A Curriculum for Residents
Organization: Hebrew SeniorLife/BIDMC
Principal Investigator: Jennifer Rhodes-Kropf, MD
Modern medicine has expanded the range of possible treatments that can prolong life without necessarily providing a quality of life that may be acceptable to a patient and her family. The kinds of decisions that have to be made are especially difficult when the patient suffers from advanced dementia and cannot communicate for him or herself. These are conversations that should always occur in the setting of advanced dementia and we strive to have these conversations led by the outpatient physician before moments of crisis. This project will develop a video and curriculum to teach residents how to discuss goals of care with family members of patients with dementia (Module I) and to develop a video and teaching module so that interns can better understand what they can expect while they are helping their patients to complete a living will (Module II).
“How do you have the conversation?” Discussing goals of care with family members of patients with dementia.
The Conversation Project: A medical student discusses her end of life wishes with her mother.
Rhode Island Hospital/Hasbro Children’s Hospital
“Health Care Transition: A Resident Learning Module”
Principal Investigator: Suzanne McLaughlin, MD, MSc
The project goal was to develop a transition curriculum for medical residents that would enhance residents’ knowledge base of transition issues, develop clinical skills to assess, plan and support transition for adolescent and young adult patients and promote residents’ self-efficacy in the integration of patients and families in the decision-making process through close mentoring of the transition process by faculty and patients who have experienced challenges and success in transition.
Health care transition is the purposeful, planned shift from child-centered to adult-oriented health care. The goal of transition is to maximize lifelong functioning and potential through the provision of continuous, comprehensive, developmentally-appropriate health care. Health care transition for adolescents and young adults with special health care needs offers challenges and opportunities in all of the principles of patient-centered care. Patients and families are an integral part of this process, beginning with needs assessment, progressing through the shared process of developing transition goals that are age- and developmentally-appropriate and, ideally, culminating in a patient and family maximizing their potential to function in and benefit from an adult-centered medical home.
Instructions for My Life, My Health Checklists Ready? Get Set. Go!
Ready? Get Set. Go!
December GME Challenge Grant Spotlight
Putting Patient- Centered Care Into Action!
Improving Patient Rounds (IPR)
Medical College of Georgia
Principal Investigator: Walter J. Moore, MD
2008 Challenge Grant Recipient: Medical College of Georgia (MCG)
A Tribute to Pat Sodomka: Internationally Recognized PFCC Advocate
Pat Sodomka in Action: A brief slide show
November 2010 GME Challenge Grant Spotlight
Communication in Family Meetings: Developing and Assessing a Curriculum for Residents
Beth Israel Deaconess Medical Center Department of Medicine
Principal Investigator: Julie T. Irish, PhD
Challenge Grant Spotlight: BIDMC
Resident pocket card