Premium
Rapid‐cycle deliberate practice: death notification
Author(s) -
Ahmed Rami,
Weaver Lindsay,
Falvo Lauren,
Bona Anna,
Poore Julie,
Schroedle Karen,
Cooper Dylan,
Sarmiento Elisa,
Hughes Mary,
Hobgood Cherri
Publication year - 2020
Publication title -
the clinical teacher
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.354
H-Index - 26
eISSN - 1743-498X
pISSN - 1743-4971
DOI - 10.1111/tct.13170
Subject(s) - debriefing , facilitator , curriculum , checklist , medicine , competence (human resources) , intervention (counseling) , test (biology) , medical education , psychology , nursing , pedagogy , social psychology , paleontology , cognitive psychology , biology
Summary Background Death notification can be challenging for emergency medicine physicians, who have no prior established relationship with the patient or their families. The GRIEV _ ING death notification curriculum was developed to facilitate the delivery of the bad news of a patient's death and has been shown to improve learners’ confidence and competence in death notification. Rapid‐cycle deliberate practice ( RCDP ), a facilitator‐guided, within‐event debriefing technique, has demonstrated an improvement in learners’ skills in a safe learning environment. The aim of this study was to identify whether the use of this technique is an effective method of teaching the GRIEV _ ING curriculum, as demonstrated by learners’ improved confidence, cognitive knowledge and performance. Rapid‐cycle deliberate practice (RCDP), a facilitator‐guided within‐event, debriefing technique, has demonstrated an improvement in learners’ skills in a safe learning environmentMethods A 4‐hour pilot curriculum was developed to educate and assess residents on the delivery of death notification. The curriculum consisted of a pre‐intervention evaluation, the intervention phase, and a post‐intervention evaluation. The cognitive test, critical action checklist, and self‐efficacy/confidence surveys were identical for both pre‐ and post‐intervention evaluations. A Wilcoxon rank‐sum test was used to evaluate differences in scores between pre‐ and post‐intervention groups. Results Twenty‐two emergency medicine residents participated in the study. We observed an increase in median self‐efficacy scores (4.0 [4.0–5.0], p ≤ 0.0001), multiple‐choice GRIEV _ ING scores (90.0 [80.0–90.0], p ≤ 0.0001) and performance scores for death notification (48.5 [47.0–53.0], p = 0.0303). Discussion The RCDP approach was found to be an effective method to train emergency medicine residents in the delivery of the GRIEV _ ING death notification curriculum. This approach is actionable with few resources except for content experts trained in RCDP methodology and the application of the GRIEV _ ING mnemonic.