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Families as educators: a family-centered approach to teaching communication skills to neonatology fellows

Journal of Perinatology volume 39, pages 1392–1398 (2019)Cite this article

Subjects

Abstract

Objective

To determine whether the use of family members as educators in a structured educational intervention would increase neonatology fellows’ confidence in performing core communication skills targeted to guide family decision-making.

Study Design

Neonatology fellows at two centers participated in simulation-based training utilizing formally trained family members of former patients. Fellows completed self-assessment surveys before participating, immediately following participation, and 1-month following the training. Family members also evaluated fellow communication.

Results

For each core competency assessed, there was a statistically significant increase in self-perceived preparedness from pre-course to post-course assessments. Fellows additionally endorsed using skills learned in the curriculum in daily clinical practice. Family educators rated fellow communication highest in empathetic listening and nonverbal communication.

Conclusions

Participation in a communication skills curriculum utilizing formally trained family members as educators for medical trainees successfully increased fellows’ self-perceived preparedness in selected core competencies in communication. Family educators provided useful, generalizable feedback.

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Acknowledgements

Thank you to DeeJo Miller for her assistance in the creation and implementation of this project and to the participating neonatal–perinatal medicine fellows at both performance sites. The authors also wish to thank the Patient and Family Partnership Council at University Hospitals Cleveland Medical Center Rainbow Babies and Children’s Hospital and the Family Advisory Board at Children’s Mercy Hospital for their many contributions.

Funding

All phases of this study performed at Rainbow Babies and Children’s Hospital were supported by internal grant funding through the Rainbow Babies and Children’s Foundation Fellowship Research Award Program. Study related activities performed at Children’s Mercy Hospital were supported by organizational funding provided by Children’s Mercy Hospital.

Author information

Authors and Affiliations

  1. Department of Pediatrics, University of Cincinnati College of Medicine, Cincinnati, OH, USA

    Danielle Parham

  2. Division of Neonatology, Cincinnati Children’s Hospital Medical Center, Cincinnati, OH, USA

    Danielle Parham

  3. Department of Pediatrics, Case Western Reserve University School of Medicine, Cleveland, OH, USA

    Danielle Parham, Arielle Olicker & Kristin Voos

  4. Division of Neonatology, University Hospitals Cleveland Medical Center Rainbow Babies and Children’s Hospital, Cleveland, OH, USA

    Danielle Parham, Arielle Olicker & Kristin Voos

  5. Department of Pediatrics, University of Missouri-Kansas City School of Medicine, Kansas City, MO, USA

    Danielle Reed, Jotishna Sharma, Jessica Brunkhorst, Janelle Noel-MacDonnell & Kristin Voos

  6. Division of Neonatology, Children’s Mercy Hospital, Kansas City, MO, USA

    Danielle Reed, Jotishna Sharma, Jessica Brunkhorst & Kristin Voos

  7. Department of Cognitive Science, Case Western Reserve University, Cleveland, OH, USA

    Fey Parrill

  8. Division of Health Services and Outcomes Research, Children’s Mercy Hospital, Kansas City, MO, USA

    Janelle Noel-MacDonnell

Authors
  1. Danielle Parham
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  2. Danielle Reed
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  3. Arielle Olicker
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  4. Fey Parrill
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  6. Jessica Brunkhorst
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  7. Janelle Noel-MacDonnell
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  8. Kristin Voos
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Contributions

Dr. Parham conceptualized and designed the study, created key study-related materials, reviewed and adapted key study-related materials, recruited and trained key study personnel, designed and revised data collection instruments, implemented and provided oversight for all phases of the study at both performance sites, collected the data, drafted the initial paper, and reviewed and revised the paper. Drs. Reed, Sharma, and Brunkhorst provided key study-related material utilized in the recruitment and training of study personnel, were responsible for the implementation and oversight of all phases of the study at Children’s Mercy Hospital, coordinated and supervised data collection at Children’s Mercy Hospital, and critically reviewed the paper. Dr. Olicker assisted in the conceptualization and design of the study, revision and adaptation of key study-related materials, revision of data collection instruments, and the review and revision of the paper. Dr. Parrill assisted in the conceptualization and design of the study, revision of data collection instruments, and revision of the paper. Dr. Noel-MacDonnell assisted in the data collection and all phases of data analysis as well as the critical review and revision of the paper. Dr. Voos assisted in the conceptualization and design of the study, revision and adaptation of key study-related materials, recruitment of key study personnel, revision of data collection instruments, provided oversight for all phases of study at both performance sites, supervised data collection, and critically reviewed the paper. All authors approved the final paper as submitted and agree to be accountable for all aspects of the work.

Corresponding author

Correspondence to Danielle Parham.

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The authors declare that they have no conflict of interest.

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Parham, D., Reed, D., Olicker, A. et al. Families as educators: a family-centered approach to teaching communication skills to neonatology fellows. J Perinatol 39, 1392–1398 (2019). https://doi.org/10.1038/s41372-019-0441-7

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