MedEdPORTAL : the journal of teaching and learning resources · 2026
Enhancing Coping and Communication Strategies Following Medical Errors: A Video Case Scenario Workshop for Pediatric Residents.
СтатьяНазвание и аннотация: Перевод в очереди
Обработка статьи · этапы, ошибки и управление
Загрузка состояния…
Ошибки и ограничения
История · было → стало
Состояние обновляется каждые 5 секунд, пока блок открыт. Процент показывается только там, где известен объём работы. Пауза останавливает продолжение этапа; текущий запрос к источнику может завершиться.
Rao Uma, Payne Celine, Zieve Hillary, Lucas Candice Taylor, Shekarabi Negar, Vasa Monisha, Afghani Behnoosh
Аннотация
INTRODUCTION: Medical errors or adverse events can lead to complex emotions and a decrease in clinical self-confidence in health care workers. Limited training exists to teach residents communication strategies about disclosure, as well as coping and debriefing skills following medical errors.
METHODS: As part of a required rotation for first-year pediatric residents, we developed a 1-hour virtual workshop that included a video case scenario, facilitated discussions, and expert input to teach communication skills and coping strategies following medical errors. The effectiveness of the workshop was evaluated by the first-year pediatric residents through a pre- and postworkshop survey. Participants' self-perceived confidence in their abilities was measured using a 4-point Likert scale before and after the workshop, with pre/post means compared using paired t tests.
RESULTS: All 78 participants completed the pre- and postworkshop surveys. Results of the surveys demonstrated statistically significant increases from pre- to postworkshop in the residents' self-perceived comfort in coping and communication strategies, as well as in identifying the need for a debriefing session. In addition to reporting a wide range of complex emotions, the residents expressed a need for dedicated space, time, and continuous emotional support.
DISCUSSION: Our results suggest that video case scenarios in combination with facilitated reflection enhanced self-perceived communication and coping strategies following medical errors. Similar workshops can be adapted in other institutions as part of the curricula for first-year pediatric residents as they strengthen their clinical skills and professional identities.
METHODS: As part of a required rotation for first-year pediatric residents, we developed a 1-hour virtual workshop that included a video case scenario, facilitated discussions, and expert input to teach communication skills and coping strategies following medical errors. The effectiveness of the workshop was evaluated by the first-year pediatric residents through a pre- and postworkshop survey. Participants' self-perceived confidence in their abilities was measured using a 4-point Likert scale before and after the workshop, with pre/post means compared using paired t tests.
RESULTS: All 78 participants completed the pre- and postworkshop surveys. Results of the surveys demonstrated statistically significant increases from pre- to postworkshop in the residents' self-perceived comfort in coping and communication strategies, as well as in identifying the need for a debriefing session. In addition to reporting a wide range of complex emotions, the residents expressed a need for dedicated space, time, and continuous emotional support.
DISCUSSION: Our results suggest that video case scenarios in combination with facilitated reflection enhanced self-perceived communication and coping strategies following medical errors. Similar workshops can be adapted in other institutions as part of the curricula for first-year pediatric residents as they strengthen their clinical skills and professional identities.