Interpersonal and Communication Skills Competency Assessment in ID programs

• Published in: Open forum infectious diseases 2017-10, Vol.4 (suppl_1), p.S450-S451
• Main Authors: Howell, Martha, Howell, Alan, Midturi, John
• Format: Article
• Language: English
• Subjects: Abstracts
• ISSN: 2328-8957; 2328-8957
• DOI: 10.1093/ofid/ofx163.1147

Abstract Background There has been an increased emphasis over the past decade on quality metrics and competency assessment in healthcare. With the advent of the Next Accreditation System (NAS), assessment is imperative in order to meet ACGME requirements. As the ACGME defined the six physician in training competencies, it became incumbent upon training programs to investigate evaluative measures. Interpersonal and communication competency assessment methods vary among medical educators. Tools such as 360 evaluations, chart audits, patient satisfaction questionnaires, and OSCEs have proven helpful, yet difficult and time-consuming to administer. Ideally, direct observation of trainees would improve the instruction and documentation of communication skills. Clear understanding of the domains of GME Outcomes as well as creation of specific measures that are reliable and accurate while not creating an undue measurement burden are necessary. Methods Infectious Diseases (ID) physicians rely heavily on communication and interpersonal skills to care for their patients. This multi institutional, qualitative study investigated the approaches used as well as the process employed by ID faculty regarding Interpersonal and Communication skill competency evaluation. Faculty interviews were recorded, transcribed and coded. Results Based on the interview transcripts, general themes discovered included a lack of standardization yet considerable value placed upon trainee competency in the areas of interpersonal and communication skills. In addition, ID faculty revealed current practices employed, challenges addressed as well as recommendations for assessment. Conclusion Increase in accreditation requirements have contributed to additional evaluative responsibilities ID medical educators must adopt. Ascertaining competency assessment methods employed by other ID faculty can provide alternative means of assessment and increase understanding regarding evaluative tools. Disclosures All authors: No reported disclosures.