Developing authentic clinical simulations for effective listening and communication in pediatric rehabilitation service delivery

Purpose: To describe the creation and validation of six simulations concerned with effective listening and interpersonal communication in pediatric rehabilitation. Methods and findings: The simulations involved clinicians from various disciplines, were based on clinical scenarios related to client i...

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Bibliographic Details
Published in:Developmental neurorehabilitation 2016-10, Vol.19 (5), p.284-294
Main Authors: King, Gillian, Shepherd, Tracy A., Servais, Michelle, Willoughby, Colleen, Bolack, Linda, Strachan, Deborah, Moodie, Sheila, Baldwin, Patricia, Knickle, Kerry, Parker, Kathryn, Savage, Diane, McNaughton, Nancy
Format: Article
Language:English
Subjects:
Child
Clinical Competence
Cognition
Communication
Communication skills
digital videos
Evidence-Based Medicine
fidelity
Humans
Learning
listening
Parents
Patient Simulation
pediatric rehabilitation
Pediatrics - methods
Rehabilitation - methods
scenario
simulation
Teaching
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Summary:Purpose: To describe the creation and validation of six simulations concerned with effective listening and interpersonal communication in pediatric rehabilitation. Methods and findings: The simulations involved clinicians from various disciplines, were based on clinical scenarios related to client issues, and reflected core aspects of listening/communication. Each simulation had a key learning objective, thus focusing clinicians on specific listening skills. The article outlines the process used to turn written scenarios into digital video simulations, including steps taken to establish content validity and authenticity, and to establish a series of videos based on the complexity of their learning objectives, given contextual factors and associated macrocognitive processes that influence the ability to listen. A complexity rating scale was developed and used to establish a gradient of easy/simple, intermediate, and hard/complex simulations. Conclusions: The development process exemplifies an evidence-based, integrated knowledge translation approach to the teaching and learning of listening and communication skills.
ISSN:1751-8423
1751-8431
DOI:10.3109/17518423.2014.989461