Optimal training in communication model (OPTiCOM): A programmatic roadmap

Patricia Adam; Larry B. Mauksch; Dana L. Brandenburg; Christine Danner; Valerie R. Ross

doi:10.1016/j.pec.2022.107573

Optimal training in communication model (OPTiCOM): A programmatic roadmap

Patricia Adam, Larry B. Mauksch, Dana L. Brandenburg, Christine Danner, Valerie R. Ross

Research output: Contribution to journal › Article › peer-review

Abstract

Objectives: Teaching primary care residents patient communication skills is essential, complex, and impeded by barriers. We find no models guiding faculty how to train residents in the workplace that integrate necessary system components, the science of physician-patient communication training and competency-based medical education. The aim of this project is to create such a model. Methods: We created OPTiCOM using four steps: (1) communication educator interviews, analysis and theme development; (2) initial model construction; (3) model refinement using expert feedback; (4) structured literature review to validate, refine and finalize the model. Results: Our model contains ten interdependent building blocks organized into four developmental tiers. The Foundational value tier has one building block Naming relationship as a core value. The Expertize and resources tier includes four building blocks addressing: Curricular expertize, Curricular content, Leadership, and Time. The four building blocks in the Application and development tier are Observation form, Faculty development, Technology, and Formative assessment. The Language and culture tier identifies the final building block, Culture promoting continuous improvement in teaching communication. Conclusions: OPTiCOM organizes ten interdependent systems building blocks to maximize and sustain resident learning of communication skills. Practice Implications Residency faculty can use OPTiCOM for self-assessment, program creation and revision.

Original language	English (US)
Article number	107573
Journal	Patient Education and Counseling
Volume	107
DOIs	https://doi.org/10.1016/j.pec.2022.107573
State	Published - Feb 2023

Bibliographical note

Funding Information:
The authors wish to thank the following people for their many helpful suggestions for design, refinement, clarification, and organization: Jennifer Albee, PhD, Amy Albinger, Jeffrey Borkan, MD, PhD, Tom Egnew, Ed.D, Ronald Epstein, MD, Courtuney Huber, Tom Linde, MSW, Kim Marvel, PhD, Nancy Newman, MD, CJ Peek, PhD, Rebekah Pratt PhD, Julie Schirmer, MSW, Jeffrey Ring, PhD, Jennifer Robohm, PhD,and Mark Vogel, PhD. This research did not receive any specific grant from funding agencies in the public, commercial, or not-for-profit sectors. this work has not been published previously, is not under consideration for publication, nor will it be published elsewhere in the same form without the written consent of the copy-right holder. All authors have approved this manuscript.

Publisher Copyright:
© 2022

PubMed: MeSH publication types

Journal Article

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

Publisher link

10.1016/j.pec.2022.107573

Find It

Find It at U of M Libraries

Cite this

@article{715011f8120442aa8dd0d2f75e34109f,

title = "Optimal training in communication model (OPTiCOM): A programmatic roadmap",

abstract = "Objectives: Teaching primary care residents patient communication skills is essential, complex, and impeded by barriers. We find no models guiding faculty how to train residents in the workplace that integrate necessary system components, the science of physician-patient communication training and competency-based medical education. The aim of this project is to create such a model. Methods: We created OPTiCOM using four steps: (1) communication educator interviews, analysis and theme development; (2) initial model construction; (3) model refinement using expert feedback; (4) structured literature review to validate, refine and finalize the model. Results: Our model contains ten interdependent building blocks organized into four developmental tiers. The Foundational value tier has one building block Naming relationship as a core value. The Expertize and resources tier includes four building blocks addressing: Curricular expertize, Curricular content, Leadership, and Time. The four building blocks in the Application and development tier are Observation form, Faculty development, Technology, and Formative assessment. The Language and culture tier identifies the final building block, Culture promoting continuous improvement in teaching communication. Conclusions: OPTiCOM organizes ten interdependent systems building blocks to maximize and sustain resident learning of communication skills. Practice Implications Residency faculty can use OPTiCOM for self-assessment, program creation and revision.",

author = "Patricia Adam and Mauksch, {Larry B.} and Brandenburg, {Dana L.} and Christine Danner and Ross, {Valerie R.}",

note = "Funding Information: The authors wish to thank the following people for their many helpful suggestions for design, refinement, clarification, and organization: Jennifer Albee, PhD, Amy Albinger, Jeffrey Borkan, MD, PhD, Tom Egnew, Ed.D, Ronald Epstein, MD, Courtuney Huber, Tom Linde, MSW, Kim Marvel, PhD, Nancy Newman, MD, CJ Peek, PhD, Rebekah Pratt PhD, Julie Schirmer, MSW, Jeffrey Ring, PhD, Jennifer Robohm, PhD,and Mark Vogel, PhD. This research did not receive any specific grant from funding agencies in the public, commercial, or not-for-profit sectors. this work has not been published previously, is not under consideration for publication, nor will it be published elsewhere in the same form without the written consent of the copy-right holder. All authors have approved this manuscript. Publisher Copyright: {\textcopyright} 2022",

year = "2023",

month = feb,

doi = "10.1016/j.pec.2022.107573",

language = "English (US)",

volume = "107",

journal = "Patient Education and Counseling",

issn = "0738-3991",

publisher = "Elsevier Ireland Ltd",

}

TY - JOUR

T1 - Optimal training in communication model (OPTiCOM)

T2 - A programmatic roadmap

AU - Adam, Patricia

AU - Mauksch, Larry B.

AU - Brandenburg, Dana L.

AU - Danner, Christine

AU - Ross, Valerie R.

N1 - Funding Information: The authors wish to thank the following people for their many helpful suggestions for design, refinement, clarification, and organization: Jennifer Albee, PhD, Amy Albinger, Jeffrey Borkan, MD, PhD, Tom Egnew, Ed.D, Ronald Epstein, MD, Courtuney Huber, Tom Linde, MSW, Kim Marvel, PhD, Nancy Newman, MD, CJ Peek, PhD, Rebekah Pratt PhD, Julie Schirmer, MSW, Jeffrey Ring, PhD, Jennifer Robohm, PhD,and Mark Vogel, PhD. This research did not receive any specific grant from funding agencies in the public, commercial, or not-for-profit sectors. this work has not been published previously, is not under consideration for publication, nor will it be published elsewhere in the same form without the written consent of the copy-right holder. All authors have approved this manuscript. Publisher Copyright: © 2022

PY - 2023/2

Y1 - 2023/2

N2 - Objectives: Teaching primary care residents patient communication skills is essential, complex, and impeded by barriers. We find no models guiding faculty how to train residents in the workplace that integrate necessary system components, the science of physician-patient communication training and competency-based medical education. The aim of this project is to create such a model. Methods: We created OPTiCOM using four steps: (1) communication educator interviews, analysis and theme development; (2) initial model construction; (3) model refinement using expert feedback; (4) structured literature review to validate, refine and finalize the model. Results: Our model contains ten interdependent building blocks organized into four developmental tiers. The Foundational value tier has one building block Naming relationship as a core value. The Expertize and resources tier includes four building blocks addressing: Curricular expertize, Curricular content, Leadership, and Time. The four building blocks in the Application and development tier are Observation form, Faculty development, Technology, and Formative assessment. The Language and culture tier identifies the final building block, Culture promoting continuous improvement in teaching communication. Conclusions: OPTiCOM organizes ten interdependent systems building blocks to maximize and sustain resident learning of communication skills. Practice Implications Residency faculty can use OPTiCOM for self-assessment, program creation and revision.

AB - Objectives: Teaching primary care residents patient communication skills is essential, complex, and impeded by barriers. We find no models guiding faculty how to train residents in the workplace that integrate necessary system components, the science of physician-patient communication training and competency-based medical education. The aim of this project is to create such a model. Methods: We created OPTiCOM using four steps: (1) communication educator interviews, analysis and theme development; (2) initial model construction; (3) model refinement using expert feedback; (4) structured literature review to validate, refine and finalize the model. Results: Our model contains ten interdependent building blocks organized into four developmental tiers. The Foundational value tier has one building block Naming relationship as a core value. The Expertize and resources tier includes four building blocks addressing: Curricular expertize, Curricular content, Leadership, and Time. The four building blocks in the Application and development tier are Observation form, Faculty development, Technology, and Formative assessment. The Language and culture tier identifies the final building block, Culture promoting continuous improvement in teaching communication. Conclusions: OPTiCOM organizes ten interdependent systems building blocks to maximize and sustain resident learning of communication skills. Practice Implications Residency faculty can use OPTiCOM for self-assessment, program creation and revision.

UR - http://www.scopus.com/inward/record.url?scp=85142191636&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85142191636&partnerID=8YFLogxK

U2 - 10.1016/j.pec.2022.107573

DO - 10.1016/j.pec.2022.107573

M3 - Article

C2 - 36410312

AN - SCOPUS:85142191636

SN - 0738-3991

VL - 107

JO - Patient Education and Counseling

JF - Patient Education and Counseling

M1 - 107573

ER -

Optimal training in communication model (OPTiCOM): A programmatic roadmap

Abstract

Bibliographical note

PubMed: MeSH publication types

UN SDGs

Publisher link

Find It

Other files and links

Fingerprint

Cite this