Efficacy of an online communication skill training intervention on genetic counseling students' performance during standardized patient sessions

Chenery Lowe; Lori Erby; Barbara Biesecker; Mary Catherine Beach; Galen Joseph; Rachel Hundert; Debra L Roter

doi:10.1016/j.pec.2023.107835

Efficacy of an online communication skill training intervention on genetic counseling students' performance during standardized patient sessions

Patient Educ Couns. 2023 Sep:114:107835. doi: 10.1016/j.pec.2023.107835. Epub 2023 Jun 7.

Authors

Chenery Lowe¹, Lori Erby², Barbara Biesecker³, Mary Catherine Beach⁴, Galen Joseph⁵, Rachel Hundert⁶, Debra L Roter⁶

Affiliations

¹ Johns Hopkins University, Department of Health, Behavior and Society, Baltimore, USA. Electronic address: Clowe7@jhmi.edu.
² National Human Genome Research Institute, Center for Precision Health Research, Bethesda, USA.
³ RTI International, Genomics, Ethics, and Translational Research Program, Research Triangle Park, USA.
⁴ Johns Hopkins University, Department of Medicine, Baltimore, USA.
⁵ University of California San Francisco, Department of Humanities and Social Sciences, San Francisco, USA.
⁶ Johns Hopkins University, Department of Health, Behavior and Society, Baltimore, USA.

PMID: 37301010
DOI: 10.1016/j.pec.2023.107835

Abstract

Objective: To examine the efficacy of a brief, online intervention designed to enhance genetic counseling students' patient-centered communication.

Methods: Genetic counseling students and recent graduates were randomized to two groups following a baseline standardized patient (SP) session: (1) immediate intervention exposure, which consisted of five modules that taught patient-centered communication skills followed by a second SP session, or (2) delayed intervention exposure following completion of the second session. Sessions were coded using the Roter Interaction Analysis System. Short-term efficacy was assessed by comparing communication during the second session between the delayed and immediate intervention exposure groups. Longer-term efficacy was assessed by comparing communication during a third session approximately five weeks later.

Results: During the second session, students in the immediate intervention exposure group (n = 18) used more emotionally responsive statements and were more likely to use teach-back than those in the delayed intervention exposure group (n = 23). Students' emotionally responsive statements decreased among the immediate intervention exposure group during the third session.

Conclusion: Exposure to the intervention was associated with multiple, positive changes to students' patient-centered communication behavior.

Practice implications: These time- and resource-efficient modules may be beneficial as an introduction to communication skills training or a supplement to existing training.

Keywords: Communication; Education; Genetic counseling; Patient simulation; Patient-provider communication; RIAS.

Publication types

Randomized Controlled Trial
Research Support, Non-U.S. Gov't

MeSH terms

Clinical Competence
Communication
Education, Medical, Undergraduate*
Genetic Counseling
Humans
Internet-Based Intervention*
Students, Medical*