Benefits of teaching medical students how to communicate with patients having serious illness: comparison of two approaches to experiential, skill-based, and self-reflective learning.
Innovative approaches are needed to teach medical students effective and compassionate communication with seriously ill patients. We describe two such educational experiences in the Yale Medical School curriculum for third-year medical students: 1) Communicating Difficult News Workshop and 2) Ward-Based End-of-Life Care Assignment. These two programs address educational needs to teach important clinical communication and assessment skills to medical students that previously were not consistently or explicitly addressed in the curriculum. The two learning programs share a number of educational approaches driven by the learning objectives, the students' development, and clinical realities. Common educational features include: experiential learning, the Biopsychosocial Model, patient-centered communication, integration into clinical clerkships, structured skill-based learning, self-reflection, and self-care. These shared features - as well as some differences - are explored in this paper in order to illustrate key issues in designing and implementing medical student education in these areas.
Yale School of Medicine, New Haven, CT 06519, USA. matthew.ellman@yale.edu
Matthew S
MS
Ellman
Auguste H
AH
Fortin
D002983:Clinical Competence; D003142:Communication; D004504:Education, Medical, Undergraduate / Q000379:methods; D006801:Humans; D005791:Patient Care / Q000379:methods / Q000523:psychology; D018794:Problem-Based Learning / Q000379:methods; D011369:Professional-Patient Relations; D012720:Severity of Illness Index; D013337:Students, Medical / Q000523:psychology*; D013663:Teaching / Q000379:methods*