Erschienen in:
01.02.2016 | Capsule Commentary
Capsule Commentary on Bloom-Feshbach et al., Health Literacy in Transitions of Care: An Innovative Objective Structured Clinical Examination for Fourth Year Medical Students in an Internship Preparation Course
verfasst von:
Deborah P. Jones, MD MPH
Erschienen in:
Journal of General Internal Medicine
|
Ausgabe 2/2016
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Excerpt
Achieving the Healthy People 2020 goal of health equity in the U.S. will require better training on safe hospital discharges and communication with low-literacy populations.
1 , 2 Bloom-Feshbach et al. present their experience and data collected from a new residency-readiness curriculum to teach and assess communication skills during a high-risk discharge scenario with a patient with low literacy.
3 The vaguely described peer-led workshop emphasized widely taught approaches such as ‘teach-back’,
4 and was the basis of behavioral assessment in the single OSCE using trained, non-standardized actors. Interpretation of their findings is limited—of both the “natural experiment’ assessing workshop efficacy and the generalizability and reliability of skill assessment using their non-validated behavioral checklist. Nevertheless, institutions in need of similar curriculum will find value in their novel approach for assessing pre-residency competency in safe discharge communication. …