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Introduction Residents have the important task of updating family members of hospitalized patients, often by telephone. There are limited curricula dedicated to preparing medical students for this task, which will become their responsibility as residents. Methods We created a virtual workshop, including four patient cases, to facilitate teaching senior medical students enrolled in an internal medicine residency preparation course. Students alternated role-playing either physician or family member. We assessed performance using a self-assessment rubric before (preworkshop) and after (postworkshop) a didactic session. We compared pre- and postworkshop scores using t tests. We also used a retrospective pre-post survey with a 5-point Likert scale to assess each participant's comfort level, knowledge, and perceived ability. Results Thirty-nine students completed the pre- and postworkshop evaluation (response rate: 70%). The mean score on the preworkshop self-assessment was 83% (SD = 9%) and on the postworkshop self-assessment was 94% (SD = 8%; p < .01), with a large effect size of 1.22. Among the 31 students (62%) who completed the survey, there was improvement in comfort level (2.9 vs. 3.7, p < .001), knowledge (2.7 vs. 3.8, p < .001), and perceived ability (2.9 vs. 3.7, p < .001). Discussion Our workshop was effective in teaching medical students a structured format for providing telephone updates and was well received. The workshop was also effective when delivered virtually (with videos off) to mimic the non-face-to-face communication that occurs when delivering family updates by telephone. The curriculum could be expanded to other learner groups.

Introduction The majority of older adults with advanced dementia (AD) develop difficulties with eating and swallowing, often prompting concerns about nutrition and quality of life. Employing a palliative approach requires providers to attain skills in addressing symptoms and communicating with family caregivers about the trajectory of AD and associated dysphagia, as well as to elicit goals of care. Research suggests internal medicine (IM) residents often perceive minimal education during training addressing skills needed to care for patients with AD. Methods We developed and piloted a small-group interactive seminar utilizing a trigger video depicting a family meeting addressing eating problems in a patient with AD. Case-based learning, small-group discussion, and learner reflection were employed. We assessed the impact on 82 of the 106 IM, medicine-pediatrics, and neurology residents who participated in the seminar. Results Participant evaluation indicated residents showed high satisfaction and perceived the educational content of the seminar to be robust and clinically relevant. We found statistically significant (p < .001) improvements in self-reported confidence in dementia-specific skills postseminar. Effect size was large to very large (Cohen's d = 1.3-1.7). Discussion An interactive, case-based seminar utilizing a video depicting a realistic family meeting improved residents' self-efficacy in skills needed to address nutritional issues, engage in goals-of-care discussions, and reflect on concerns among caregivers of patients with AD. The seminar teaches important geriatric and palliative concepts meant to improve residents' ability to care for older adults with AD in their future careers.

Abstract Introduction A substantial number of military personnel are returning to civilian life with unique medical needs. Health professional educators must turn their attention to the development of patient-centered competency curricula regarding the medical care of US military veterans. Due to the limited tools focusing on veteran-centered education, we have developed and implemented these standardized patient exercises that focus on post-traumatic stress disorder and military sexual trauma. Methods These two cases can be used as typical standardized patient exercises or as announced or unannounced new standardized patients in a resident continuity clinic setting. This publication details the standardized patient training protocol, resources for additional learning on post-traumatic stress disorder and military sexual trauma, remediation materials, as well as an expert video showcasing the evaluation. In total, the exercise for both patient encounters takes approximately 180 minutes. Results The 36-item checklist was found to be reliable (coefficient α =. 83) and valid. The 10-item Communication Skills subscale had an internal reliability of. 58. In the postevaluation remediation exercise residents noted the need for an improvement in their military history-taking skills and their need to develop a higher comfort level with asking specific and concise questions related to post-traumatic stress disorder (PTSD) and military sexual trauma (MST). Discussion These cases provide an opportunity to assess resident learners' communication skills while reinforcing a commitment to military veterans through educational programs.