TY  - JOUR
DO  - 10.22454/PRiMER.2020.924066
VL  - 4
DA  - 2020/01/14
N2  - Introduction: A significant number of patient encounters are perceived to be difficult. Residents receive little training in managing difficult clinical encounters, and lectures or traditional simulated patient encounters may not provide the opportunity to practice learned skills. Deliberate practice has been shown to be effective in training clinical skills. We used simulation with deliberate practice and feedback to train residents in difficult patient encounters.
Methods: Twelve second-year residents in the University of Missouri Family and Community Medicine residency program participated in simulated patient encounters with difficult patients. The patients represented challenging personalities identified in a resident focus group. Resident performance was scored by the standardized patient, resident observers, and faculty instructor. Following debriefing with feedback, the residents repeated the clinical encounter incorporating the feedback. The sessions were scored again by the same individuals.
Results: All scores improved from the first to second clinical encounter, except those that were at 100% for both encounters. The most improvement seen was in standardized patient scores. The smallest improvement was in provider self-scores.
Conclusion: Resident performance improved according to all observers and their own self-assessments. These results are consistent with other studies that have demonstrated the effectiveness of deliberate practice in improving skills in other areas of medical education. Simulation-based learning with deliberate practice has the potential to improve resident management of difficult patient encounters.
PB  - Society of Teachers of Family Medicine
AU  - Wells, Jack
AU  - Cronk, Nikole J.
L2  - http://journals.stfm.org/primer/2020/wells-2019-0018
L1  - http://journals.stfm.org/media/2876/wells-primer2020924066.pdf
TI  - Practice Makes Perfect: Training Residents in Difficult Encounters
ER  -