Terry Deane Donna Breger-Stanton Irma Walker-Adame Sharon Gorman Lauri Paolinetti

 Graduates establish the rapport needed to sustain effective personal and professional relationships by actively and empathically listening to patients, families, health-care team members, professional colleagues and other relevant constituents.  Communication must be effective in both verbal and written formats. Effective communication allows for graduates to respect personal, cultural, social and economic values of those they serve and with whom communicate on many levels. 2

 Academic Council requests the definition reflects body language as a component of the EF definition 3

 Effective communication is the ability to empathically, effectively and accurately exchange information with all parties in healthcare delivery. 4

 Graduates at all degree levels will demonstrate effective communication through interpersonal, professional and information exchange skills. These skills allow the graduate to facilitate and sustain effective relationships with patients, families, healthcare team members, professional colleagues and other relevant constituents. 5

 Communication must be effective in verbal and written formats and includes non-verbal, behavioral and team building skills. Effective communication enables graduates to respect personal, professional, cultural, social and economic values of those they serve and with whom they communicate in the healthcare setting. 6

 Simulation must be addressed  Non-technical skills addressed to indicate the need to understand human factors that are so essential to preventing human errors, i.e. team working and situation awareness can be used in specific assessment tools  Changes in terms 7

Criteria for Assessment/ Sub-competencies Evaluation Methodologies Communicates clearly and effectively with patients and families 1. Oral Communication  Demonstrates relevant medical and biopsychosocial knowledge in encounters with patients and their families. Patient or simulated patient feedback, assessment with simulated patient (i.e., OSCE or HFMBS), multiple choice examinations, essay/written examinations  Demonstrates active listening Faculty /preceptors feedback during teaching sessions/interviews, patient or simulated patient feedback, assessment with simulated patient (i.e., OSCE or HFMBS), peer assessment 8

 Demonstrates empathic responding, including summarization, use of silence, reflection, patient’s comments, use of facilitative responses, and confrontation as appropriate Faculty /preceptors feedback during teaching sessions/interviews, patient or simulated patient feedback, assessment with simulated patient (i.e., OSCE or HFMBS), peer assessment  Sets priorities for each encounter and demonstrates ability to negotiate therapeutic goals and treatment plans Faculty /preceptors feedback during teaching sessions/interviews, patient or simulated patient feedback, assessment with simulated patient (i.e., OSCE or HFMBS, peer assessment 9

 Clearly and coherently explains diagnosis and options in treatment and care in patient-appropriate language (i.e., use of non- technical language) Faculty /preceptors feedback during teaching sessions/interviews, patient or simulated patient feedback, assessment with simulated patient (i.e., OSCE or HFMBS), peer assessment  Demonstrates the ability to convey bad news sensitively, compassionately, and clearly. Faculty /preceptors feedback during teaching sessions/interviews, patient or simulated patient feedback, assessment with simulated patient (i.e., OSCE or HFMBS), peer assessment 10

 Recognizes and responds appropriately to patient interactions that are complicated by stigmatizing conditions, socio-economic problems, language and culture, sexual orientation, spiritual/religious, cognitive impairment, personality styles, and /or strong emotional content Faculty /preceptors feedback during teaching sessions/interviews, patient or simulated patient feedback, assessment with simulated patient (i.e., OSCE or HFMBS), peer assessment 11  Implements the process of obtaining informed consent with due regard for threats to validity Faculty direct observation and feedback, patient or simulated patient feedback, assessment with simulated patient (i.e., OSCE or HFMBS ), peer assessment

12 2. Written Communication  Explains diagnosis and treatment in clear and concise written language Faculty feedback during teaching sessions, OSCE, CPX, written exams, essays  Composes letters that clearly and effectively advocate for the patient Prepare sample letters with faculty feedback

13 Communicates clearly and effectively with teachers, colleagues, health- care team members, and the wider community 1. Oral Communication  Accurately and appropriately summarizes patient narratives, clinical evaluations and medical decision making on rounds and in conferences Faculty feedback during teaching sessions, formalized faculty/clinical preceptor observations of students, peer assessment  Maintains appropriate continued contact with team members regarding patient care Formalized feedback from other team members (i.e., faculty, peers, RNs, APNs, PA’s, MD’s)

14  Maintains respectful and collegial interpersonal relationships with team members. Faculty feedback during teaching sessions, formalized faculty/clinical preceptor observations of students, peer assessment  Demonstrates traits of adaptability, flexibility, reliability, punctuality and responsibility Faculty feedback during teaching sessions, formalized faculty/clinical preceptor observations of students, peer assessment

15  Demonstrates the cognitive and social skills of team working and situation awareness Faculty feedback during teaching sessions, formalized faculty/clinical preceptor observations of students, simulation-based team assessments (Standardized patient (SP) or HFMBS)

16 2. Written Communication  Communicates the initial patient evaluation (write-up) and subsequent daily evaluation (progress notes) in clear and concise written language appropriate to the task at hand Faculty/clinical preceptor review of written patient care data  Composes case reports and written medical reports in clear and understandable language Faculty/clinical preceptor review of written patient care data

17 Develops effective teaching skills appropriate to a variety of settings  Demonstrates competence in oral presentation to larger groups Formalized faculty observation of students, peer assessment, video tape critique  Demonstrates ability to facilitate the interactive process/team building in small group settings Formalized faculty observation of students, peer assessment, video tape critique  Demonstrates effective one- to-one teaching on clinical rounds Formalized faculty/clinical preceptor observation of students, peer assessment, video tape critique

18 Uses computer technology effectively Uses bibliography databases as a resource for patient care, research, and problem solving Written assignments and reports, review of presentation materials Uses common communication software packages (i.e, word processing, powerpoint) Written assignments and reports, review of presentation materials Uses computer for communication with patients, families, health-care team members and insurance companies Written assignments and reports, patient, peer, preceptor, and other professionals reporting

 OSCE = Objective Structured Clinical Examination  HFMBS = High Fidelity Mannequin-Based Simulation 19

20 Acknowledgements Adapted from: 2/2/ /2/2010 With special thanks to Celeste Villaneuva