SRFP109: Understanding communication practices around treatment options of healthcare providers through using educational role-play
Sarah Aboushawareb, BPharm, MSc, PhD student; Gillian Bartlett-Esquilant, PhD; Peter Nugus, PhD, BA, MA, MEd; Amalia Issa, PhD, MPH; Tracie Barnett, PhD
Abstract
Context: Shared decision-making (SDM) is “an approach where clinicians and patients share the best available evidence when faced with the task making decisions, and where patients are supposed to consider options, to achieve informed preferences” as defined by the journal Canadian Family Physician and is gaining more research attention. Some studies show that SDM increases the patient’s knowledge, reduces regrets about the decisions made and increases satisfaction about the consultation for the patient and the physician. A shift towards a SDM approach in the clinic is being advocated for and is even regarded as “an ethical imperative”. The adoption of SDM starts with medical education where serious games, which are games developed with a pedagogical purpose, were shown to allow learners to gain new skills, e.g., decision-making, in a safe and interactive environment. Objective: This study uses a serious game that is a role-play game (RPG) as an educational instrument to help the participating healthcare providers and trainees learn more about the communication practices including those around SDM through reflective practice. This RPG will allow the participants to “learn by doing” as they take on different roles of the main stakeholders of the clinical decision (clinician, family member, and patient) and “reflect-in-action” during individual decision-making stage and then “reflect-on-action” during the group decision making and group feedback stages of the RPG. Study Design: Qualitative descriptive. Setting: RPG sessions conducted through Zoom. Population Studied: Four RPG sessions with total of 19 participants who are healthcare professionals and trainees. All sessions were recorded and transcribed verbatim. Outcome Measures: Characteristics of the decision moments will be described using an adapted coding instrument for communication around SDM. Framework analysis will be used to describe and understand the facilitators and barriers to behaviors common to SDM using a priori codes:1) exchanging feelings, beliefs, and values;2) exchanging information about the disease, the diagnosis, and the treatment;3) reaching consensus. In addition, both content and framework analyses will be used to understand the collaborative reflective practice of each participant. Contribution: RPG will be used with healthcare professionals and trainees for the pedagogical purpose of teaching SDM drawing on reflective action educational theory.
Jack Westfall
jwestfall@aafp.org 11/21/2021Terrific project. Great poster and abstract. Thanks for sharing at NAPCRG