812 Communication for tomorrow’s doctors: a co-created teaching programme

• Published in: Archives of disease in childhood Vol. 108; no. Suppl 2; p. A362
• Main Authors: Robertson, Hamish, Jones, Naomi, Bishop, Natalie, Baki, Yasmin, Sen, Camilla
• Format: Journal Article
• Language: English
• Published: London BMJ Publishing Group LTD 01.07.2023
• Subjects: Behavioral Objectives; Communication; Communication Skills; Educational Methods; Feedback; Learning; Medical students; Pediatrics; Peers; Physicians; Sexuality; Student Improvement; Teaching Methods
• ISSN: 0003-9888; 1468-2044
• DOI: 10.1136/archdischild-2023-rcpch.572

ObjectivesCommunication skills in paediatrics is a vital but often neglected area of training for doctors of the future (1–3). Acting on feedback from our students we co-created objectives:*Improve student confidence in communication within paediatrics*Equip students with skills to be effective and compassionate communicators*Integrate principles of equality, diversity and inclusion (EDI) to reflect real-life situationsMethodsWe identified learning objectives from our affiliated medical school’s curriculum and chose peer role-play as the educational method, as it is supported by students and evidence based (3). The scenarios were co-created with undergraduate volunteers from the EDI committee, who integrated EDI principles into the programme.Topics including adolescent psychosocial assessment, consent and breaking bad news were covered, with EDI threads such as disability, sexuality and young carers integrated throughout.The course was delivered as a pilot of four 90-minute sessions from December 2022 – January 2023, with subsequent cycles planned for future cohorts. Each session involved introduction of relevant communication theory, followed by peer role-play. Facilitated feedback and reflection enhanced learning and enabled students to learn from their peers’ experiences.Pre- and post-course quantitative and qualitative feedback was collected.ResultsSelf-reported scores in confidence with paediatric communication increased from 4.7 to 7.9 (10 is most confident). All students found the scenarios realistic and relevant, and reported that the course was well-delivered.The co-creation element was valued by students, as their peers were ‘likely to understand what [they] need’ in combination with ‘indispensable’ registrar experience. Students appreciated that ‘scenarios were tailored to include people of different cultures and their beliefs’, and that EDI aspects were ‘sensitively managed’, but others suggested the EDI aspect as an area for further development.Students felt less anxious and more confident about paediatric communication: ‘I feel a lot more confident. I still have a lot to practice but have more … tools to help me’. They identified valuable new skills; for example ‘several techniques for effective communication in different scenarios, especially where there are ethical or practical conflicts’.ConclusionWe successfully piloted a co-created undergraduate paediatrics communication course with integrated EDI principles. The course was well received by students and demonstrated positive outcomes in terms of knowledge, skills and understanding. These skills will enable students to become effective and compassionate communicators in diverse settings. The course continues to be developed and we aim to co-produce and deliver the course with children, young people and their families.ReferencesSpalding J, Yardley S. ‘The nice thing about doctors is that you can sometimes get a day off school’: an action research study to bring lived experiences from children, parents and hospice staff into medical students’ preparation for practice.’ BMJ Support Palliat Care 2016 Dec;6(4):459–464. doi: 10.1136/bmjspcare-2015-001080.General Medical Council. 0–18 years: guidance for all doctors. 2020.Frost KA, Metcalf EP, Brooks R, Kinnersley P, Greenwood SR, Powell CV. Teaching pediatric communication skills to medical students. Adv Med Educ Prac. 2015 Jan 16;6:35–43. doi: 10.2147/AMEP.S68413.