Despite the importance of critical care communication skills, few fellowship faculty have a standardized way to teach communication skills during their clinical practice. We will review the educational benefit of a number of common methods for teaching these skills, including lectures and role modeling. An evidence-based, skill-focused method will be presented. In addition to giving a mental model for such teaching, we will demonstrate how it might work in a busy clinical practice and get audience participation regarding where things may “go wrong.
1. Describe educational principles that have been shown to improve learning.
2. Describe how these principles can be integrated into a clinical teaching for pulmonary/critical care fellows.
3. Describe two challenges that might occur during communication teaching and how they could be overcome.
Robert M. Arnold, MD
University of Pittsburgh