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Rider, Elizabeth

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Rider

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Rider, Elizabeth

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2014 - 20173

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Author's Publications: search.filters.isAuthorOfPublication.6d3cd502-2d9a-424d-b5c2-f1eaaabecda2

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    A Multi-Institutional Longitudinal Faculty Development Program in Humanism Supports the Professional Development of Faculty Teachers
    (Ovid Technologies (Wolters Kluwer Health), 2017-12) Rider, Elizabeth; Branch, William; Frankel, Richard; Hafler, Janet; Lowell, Amy; Gilligan, MaryAnn; Litzelman, Debra; Plews-Ogan, Margaret; Osterberg, Lars; Dunne, Dana; May, Natalie; Derse, Arthur
    The authors describe the first 11 academic years (2005-2006 through 2016-2017) of a longitudinal, small-group faculty development program for strengthening humanistic teaching and role modeling at 30 U.S. and Canadian medical schools that continues today. During the yearlong program, small groups of participating faculty met twice monthly with a local facilitator for exercises in humanistic teaching, role modeling, and related topics that combined narrative reflection with skills training using experiential learning techniques. The program focused on the professional development of its participants. Thirty schools participated; 993 faculty, including some residents, completed the program. In evaluations, participating faculty at 13 of the schools scored significantly more positively as rated by learners on all dimensions of medical humanism than did matched controls. Qualitative analyses from several cohorts suggest many participants had progressed to more advanced stages of professional identity formation after completing the program. Strong engagement and attendance by faculty participants as well as the multimodal evaluation suggest that the program may serve as a model for others. Recently, most schools adopting the program have offered the curriculum annually to two or more groups of faculty participants to create sufficient numbers of trained faculty to positively influence humanistic teaching at the institution. The authors discuss the program's learning theory, outline its curriculum, reflect on the program's accomplishments and plans for the future, and state how faculty trained in such programs could lead institutional initiatives and foster positive change in humanistic professional development at all levels of medical education.
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    The International Charter for Human Values in Healthcare: An interprofessional global collaboration to enhance values and communication in healthcare
    (Elsevier BV, 2014) Rider, Elizabeth; Kurtz, Suzanne; Slade, Diana; Longmaid, H. Esterbrook; Ho, Ming-Jung; Pun, Jack Kwok-hung; Eggins, Suzanne; Branch, William T.
    Objectives: The human dimensions of healthcare—core values and skilled communication necessary for every healthcare interaction—are fundamental to compassionate, ethical, and safe relationship-centered care. The objectives of this paper are to: describe the development of the International Charter for Human Values in Healthcare which delineates core values, articulate the role of skilled communication in enacting these values, and provide examples showing translation of the Charter’s values into action. Methods: We describe development of the Charter using combined qualitative research methods and the international, interprofessional collaboration of institutions and individuals worldwide. Results: We identified five fundamental categories of human values for every healthcare interaction—Compassion, Respect for Persons, Commitment to Integrity and Ethical Practice, Commitment to Excellence, and Justice in Healthcare—and delineated subvalues within each category. We have disseminated the Charter internationally and incorporated it into education/training. Diverse healthcare partners have joined in this work. Conclusion: We chronicle the development and dissemination of the International Charter for Human Values in Healthcare, the role of skilled communication in demonstrating values, and provide examples of educational and clinical programs integrating these values. Practice implications: The Charter identifies and promotes core values clinicians and educators can demonstrate through skilled communication and use to advance humanistic educational programs and practice.
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    Development of a Brazilian Portuguese adapted version of the Gap-Kalamazoo communication skills assessment form
    (IJME, 2016) Amaral, Anna Beatriz C. N.; Rider, Elizabeth; Lajolo, Paula P.; Tone, Luiz G.; Pinto, Rogerio M. C.; Lajolo, Marisa P.; Calhoun, Aaron W.
    Objective: The goal of this study was to translate, adapt and validate the items of the Gap-Kalamazoo Communication Skills Assessment Form for use in the Brazilian cultural setting. Methods: The Gap-Kalamazoo Communication Skills Assessment Form was translated into Portuguese by two independent bilingual Brazilian translators and was reconciled by a third bilingual healthcare professional. The translated text was then assessed for content using a modified Delphi technique and adjusted as needed to assure content validity. A total of nine phrases in the completed tool were adjusted. The final tool was then used to assess videotaped simulations as a means of validation. Response process was assessed using exploratory factor analysis and internal structure was assessed via Cronbach’s Alpha (internal consistency) and Intraclass Correlation (test-retest reliability and inter-rater reliability). Results: One hundred and four (104) videotaped communication skills simulations were assessed by 38 subjects (6 staff physicians, 4 faculty physicians, 8 resident physicians, 4 professional actors with experience in simulation, and 16 other allied healthcare professionals). Measures of Internal consistency (Cronbach’s alpha = 0.818) and test-retest reliability (intra-class correlation coefficient = 0.942) were high. Exploratory factor analysis confirmed the uni-dimensionality of the instrument. Conclusions: Our results support the validity and reliability of the Brazilian Gap-Kalamazoo Communication Skills Assessment Form when used among Brazilian medical residents. The Brazilian version of Gap-Kalamazoo Communication Skills Assessment Form was found to be adequate both in the linguistic and technical aspects. The use of this instrument in Brazilian medical education can enhance the assessment of physician-patient-team relationships on an ongoing basis.