Patient Audio Tapes Their Surgery & Doctor’s Words Cost Her Job — Should We Simulate Negative Coworker Behavior?

malpractice audio recording

Recently shared on KevinMD.com was a Washington Post audio recording taped by a patient undergoing a colonoscopy procedure. KevinMD reports that “What he heard instead was shocking: “In addition to their vicious commentary, the doctors discussed avoiding the man after the colonoscopy, instructing an assistant to lie to him, and then placed a false diagnosis on his chart.” The incident cost his anesthesiologist $500,000 in the ensuing malpractice and defamation trial. The recording has to be heard to be believed.”


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Professional communication between healthcare providers, students, and patients should be a practiced skill. In medical simulation we have the opportunity to provide learners scenarios where no skills based tasks are being focused on, but rather unprofessional communication practices from confederate characters within the environment. What should have been said to these doctors in the room? How is this behavior been able to be condoned for so long? What is the appropriate way to deal with such negative communication? These types of questions are great for post-scenario debriefing environments for students and professionals to address such issues heads on. Think of the good investing half of the awarded $500,000 would have done in simulation experiences to weed out such behavior!

In the past I have covered how A/V recordings have proven to increase performance of healthcare professionals (See: The Power of Video Recording: Taking Quality to the Next Level). The affordability of audiovisual equipment continues to increase and eventually such devices will be present at every level of healthcare. The recording age is coming and healthcare programs will need to train for the professional communication they have taught, but not always enforced too.

Check out KevinMD.com for more great articles related to Medicine.


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Simulation in Healthcare Education: A Best Evidence Practical Guide

medical simulation management

Dr. Barry Issenberg, Director of the Gordon Medical Simulation Center at the University of Miami Miller School of Medicine and co-author of AMEE Guide #82 “Simulation in Healthcare Education: A Best Evidence Practical Guide PART-2″ reminds us here of the importance of considering the practical implementation of medical simulation. While Part-1 focused on simulation program development and operations, part-2 focuses on clinical educators and getting ROI on learning outcomes. Think of these articles as a great “How To Get Started” guide to medical simulation!

Simulation in Healthcare Education: A Best Evidence Practical Guide Part -2 Abstract:

Over the past two decades, there has been an exponential and enthusiastic adoption of simulation in healthcare education internationally. Medicine has learned much from professions that have established programs in simulation for training, such as aviation, the military and space exploration. Increased demands on training hours, limited patient encounters, and a focus on patient safety have led to a new paradigm of education in healthcare that increasingly involves technology and innovative ways to provide a standardized curriculum. A robust body of literature is growing, seeking to answer the question of how best to use simulation in healthcare education. Building on the groundwork of the Best Evidence in Medical Education (BEME) Guide on the features of simulators that lead to effective learning, this current Guide provides practical guidance to aid educators in effectively using simulation for training. It is a selective review to describe best practices and illustrative case studies.

This Guide is the second part of a two-part AMEE Guide on simulation in healthcare education. The first Guide focuses on building a simulation program, and discusses more operational topics such as types of simulators, simulation center structure and set-up, fidelity management, and scenario engineering, as well as faculty preparation. This Guide will focus on the educational principles that lead to effective learning, and include topics such as feedback and debriefing, deliberate practice, and curriculum integration – all central to simulation efficacy. The important subjects of mastery learning, range of difficulty, capturing clinical variation, and individualized learning are also examined. Finally, we discuss approaches to team training and suggest future directions. Each section follows a framework of background and definition, its importance to effective use of simulation, practical points with examples, and challenges generally encountered. Simulation-based healthcare education has great potential for use throughout the healthcare education continuum, from undergraduate to continuing education. It can also be used to train a variety of healthcare providers in different disciplines from novices to experts. This Guide aims to equip healthcare educators with the tools to use this learning modality to its full capability.

To download part-2 of the FREE article visit here. Part-1 is located here.