Assessing Interpersonal and Communication Skills in Emergency Medicine

被引：19

作者：

Chan, Teresa M. ^{[1
]}

Wallner, Clare ^{[2
]}

Swoboda, Thomas K. ^{[3
]}

Leone, Katrina A. ^{[2
]}

Kessler, Chad ^{[4
,5
]}

机构：

[1] McMaster Univ, Dept Med, Div Emergency Med, Hamilton, ON, Canada

[2] Oregon Hlth & Sci Univ, Dept Emergency Med, Portland, OR USA

[3] Louisiana State Univ, Dept Emergency Med, Hlth Sci Ctr, Shreveport, LA 71105 USA

[4] Duke Univ, Sch Med, Dept Emergency Med, Durham VA Med Ctr, Durham, NC USA

[5] Duke Univ, Sch Med, Dept Internal Med, Durham VA Med Ctr, Durham, NC USA

来源：

ACADEMIC EMERGENCY MEDICINE | 2012年 / 19卷 / 12期

关键词：

DEATH NOTIFICATION SKILLS; PEER ASSESSMENT-TOOL; STANDARDIZED PATIENTS; NONTECHNICAL SKILLS; CLINICAL SKILLS; SELF-ASSESSMENT; RESIDENT COMMUNICATION; CORE COMPETENCES; MINI-PAT; PERFORMANCE;

D O I：

10.1111/acem.12030

中图分类号：

R4 [临床医学];

学科分类号：

1002 ; 100602 ;

摘要：

Interpersonal and communication skills (ICS) are a key component of several competency-based schemata and key competency in the set of six Accreditation Council for Graduate Medical Education (ACGME) core competencies. With the shift toward a competency-based educational framework, the importance of robust learner assessment becomes paramount. The journal Academic Emergency Medicine (AEM) hosted a consensus conference to discuss education research in emergency medicine (EM). This article summarizes the initial preparatory research that was conducted to brief consensus conference attendees and reports the results of the consensus conference breakout session as it pertains to ICS assessment of learners. The goals of this consensus conference session were to twofold: 1) to determine the state of assessment of observable learner performance and 2) to determine a research agenda within the ICS field for medical educators. The working group identified six key recommendations for medical educators and researchers.

引用

页码：1390 / 1402

页数：13

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