Marjorie D. Wenrich

Clinician statements and family satisfaction with family conferences in the intensive care unit

Objectives:The quality of family-clinician communication in the intensive care unit is often inadequate, but little is known about specific clinician communication behaviors that might improve family satisfaction. In this exploratory analysis, we hypothesized that clinicians’ communication behaviors providing emotional support to families during intensive care unit conferences would be associated with increased family satisfaction. Design:We audiotaped 51 intensive care unit family conferences in which withholding or withdrawing life support was discussed or bad news was delivered. Emotional support techniques used by clinicians during each conference were identified and coded using grounded theory. Setting:Four Seattle hospitals. Subjects:Family members of critically ill patients. Interventions:Questionnaires rating satisfaction with communication were completed by 169 family members. Measurements and Main Results:Linear regression with generalized estimating equation methods was used to analyze the association between the frequency of clinicians’ emotionally supportive statements and family satisfaction. Increasing frequency of three types of clinicians’ statements during family conferences was associated with increased family satisfaction: a) assurances that the patient will not be abandoned before death (p = .015); b) assurances that the patient will be comfortable and will not suffer (p = .029); and c) support for family’s decisions about end- of-life care, including support for family’s decision to withdraw or not to withdraw life-support (p = .005). Conclusions:Most family members participating in this study were quite satisfied with the communication in the family conferences. Specific clinician communication behaviors are associated with increased family satisfaction during family conferences among family members who are willing to have a family conference recorded. Our results suggest that clinicians in the intensive care unit may improve the experiences of families of critically ill patients by providing explicit support for decisions made by a family with regard to end-of-life care and by assuring families continuity of high-quality care with particular attention to the patient’s comfort.

Predictive Validity of Certification by the American Board of Internal Medicine

STUDY OBJECTIVE To determine the predictive validity of the American Board of Internal Medicine (ABIM) certification process. DESIGN Prospective measurement of the knowledge, skills, and attitudes of 185 ABIM-certified and 74 noncertified internists by a written examination; evaluation by professional associates; a patient questionnaire assessing satisfaction with care, physicians counseling role, and preventive care; and review of records of patients with common illnesses. SUBJECTS Practicing internists who completed training or received ABIM certification 5 to 10 years previously. SETTING Office-based practices in six western states. RESULTS OF DATA ANALYSIS Physicians certified by the ABIM had significantly higher scores on the written examination than the noncertified physicians, and scores on our examination correlated highly with the ABIM certification examination (r = 0.73). Ratings of clinical skills by professional associates were significantly higher for certified internists and also correlated highly with ABIM examination scores (r = 0.53 to 0.59). Regression analysis showed that ABIM certification status was the major variable affecting performance on these measures of clinical competence. Results from other measures did not show many differences between certified and noncertified physicians in the care of patients with common illnesses, but modest differences in preventive care and a few differences in outcome favored the certified physicians. CONCLUSIONS Comparison of findings from the written examination and the professional associate ratings with certification status and original ABIM certification examination scores shows predictive validity of ABIM certification. Further studies are needed to determine if certification status predicts important differences in the care of patients with complex illnesses.

Understanding Physicians' Skills at Providing End-of-Life Care

BACKGROUND: A framework for understanding and evaluating physicians’ skills at providing end-of-life care from the perspectives of patients, families, and health care workers will promote better quality of care at the end of life.OBJECTIVE: To develop a comprehensive understanding of the factors contributing to the quality of physicians’ care for dying patients.DESIGN: Qualitative study using focus groups and content analysis based on grounded theory.SETTING: Seattle, Washington.PARTICIPANTS: Eleven focus groups of patients with chronic obstructive pulmonary disease, AIDS, or cancer (79 patients); 3 groups of family members who had a loved one die of chronic disease (20 family members); 4 groups of nurses and social workers from hospice or acute care settings (27 health care workers); and 2 groups of physicians with expertise in end-of-life care (11 physicians).RESULTS: We identified 12 domains of physicians’ skills at providing end-of-life care: accessibility and continuity; team coordination and communication; communication with patients; patient education; inclusion and recognition of the family; competence; pain and symptom management; emotional support; personalization; attention to patient values; respect and humility; and support of patient decision making. Within these domains, we identified 55 specific components of physicians’ skills. Domains identified most frequently by patients and families were emotional support and communication with patients. Patients from the 3 disease groups, families, and health care workers identified all 12 domains. Investigators used transcript analyses to construct a conceptual model of physicians’ skills at providing end-of-life care that grouped domains into 5 categories.CONCLUSIONS: The 12 domains encompass the major aspects of physicians’ skills at providing high-quality end-of-life care from the perspectives of patients, their families, and health care workers, and provide a new framework for understanding, evaluating, and teaching these skills. Our findings should focus physicians, physician-educators, and researchers on communication, emotional support, and accessibility to improve the quality of end-of-life care.

Prognostication during physician-family discussions about limiting life support in intensive care units.

Objective:Prognostic information is important to the family members of incapacitated, critically ill patients, yet little is known about what prognostic information physicians provide. Our objectives were to determine the types of prognostic information provided to families of critically ill patients when making major end-of-life treatment decisions and to identify factors associated with more physician prognostication. Design:Multiple-center, cross-sectional study. Setting:ICUs of four hospitals. Subjects:Thirty-five physicians, 51 patients, and 169 family members. Interventions:We audiotaped 51 physician-family conferences in which there were deliberations about major end-of-life treatment decisions at four hospitals in 2000–2002. Conferences were coded to identify the types of prognostic information provided by physicians. We used a mixed-effects regression model to identify factors associated with more prognostication by physicians. Measurements and Main Results:The mean number of prognostic statements per conference was 9.4 ± 6.4 (range 0–29). Eighty-six percent of conferences contained discussion of the patient’s anticipated functional status or quality of life, compared with 63% in which the chances for survival were discussed (p = .01). There were significantly more statements about prognosis for functional outcomes per conference compared with statements about prognosis for survival (median 4 [interquartile range 2–8] vs. 1 [interquartile range 0–3]; p < .001). Increasing educational level of the family was independently associated with more prognostic statements by physicians (p < .001) as was the degree of physician-family conflict about withdrawing life support (p < .001) and the physician’s race being white (p = .009). Conclusions:Prognostication occurred frequently during physician-family deliberations about whether to forego life support, but physicians did not discuss the patient’s prognosis for survival in more than one third of conferences. Less educated families received less information about prognosis. Future studies should address whether these observations partially explain the high prevalence of family misunderstandings about prognosis in intensive care units.

Dying Patients' Need for Emotional Support and Personalized Care from Physicians: Perspectives of Patients with Terminal Illness, Families, and Health Care Providers

This study addressed the emotional and personal needs of dying patients and the ways physicians help or hinder these needs. Twenty focus groups were held with 137 individuals, including patients with chronic and terminal illnesses, family members, health care workers, and physicians. Content analyses were performed based on grounded theory. Emotional support and personalization were 2 of the 12 domains identified as important in end-of-life care. Components of emotional support were compassion, responsiveness to emotional needs, maintaining hope and a positive attitude, and providing comfort through touch. Components of personalization were treating the whole person and not just the disease, making the patient feel unique and special, and considering the patients social situation. Although the levels of emotional support and personalization varied, there was a minimal level, defined by compassion and treating the whole person and not just the disease, that physicians should strive to meet in caring for all dying patients. Participants also identified intermediate and advanced levels of physician behavior that provide emotional and personal support.

Promoting fundamental clinical skills: a competency-based college approach at the University of Washington.

The focus on fundamental clinical skills in undergraduate medical education has declined over the last several decades. Dramatic growth in the number of faculty involved in teaching and increasing clinical and research commitments have contributed to depersonalization and declining individual attention to students. In contrast to the close teaching and mentoring relationship between faculty and students 50 years ago, today’s medical students may interact with hundreds of faculty members without the benefit of a focused program of teaching and evaluating clinical skills to form the core of their four-year curriculum. Bedside teaching has also declined, which may negatively affect clinical skills development. In response to these and other concerns, the University of Washington School of Medicine has created an integrated developmental curriculum that emphasizes bedside teaching and role modeling, focuses on enhancing fundamental clinical skills and professionalism, and implements these goals via a new administrative structure, the College system, which consists of a core of clinical teachers who spend substantial time teaching and mentoring medical students. Each medical student is assigned a faculty mentor within a College for the duration of his or her medical school career. Mentors continuously teach and reflect with students on clinical skills development and professionalism and, during the second year, work intensively with them at the bedside. They also provide an ongoing personal faculty contact. Competency domains and benchmarks define skill areas in which deepening, progressive attention is focused throughout medical school. This educational model places primary focus on the student.

From concept to culture: the WWAMI program at the University of Washington School of Medicine.

Shortages of primary care physicians have historically affected rural areas more severely than urban and suburban areas. In 1970, the University of Washington School of Medicine (UWSOM) administrators and faculty initiated a four-state, community-based program to increase the number of generalist physicians throughout a predominantly rural and underserved region in the U.S. Northwest. The program developed regional medical education for three neighboring states that lacked their own medical schools, and encouraged physicians in training to practice in the region. Now serving five Northwest states (Washington, Wyoming, Alaska, Montana, and Idaho), the WWAMI program has solidified and expanded throughout its 30-year history. Factors important to success include widespread participation in and ownership of the program by the participating physicians, faculty, institutions, legislatures, and associations; partnership among constituents; educational equivalency among training sites; and development of an educational continuum with recruitment and/or training at multiple levels, including K-12, undergraduate, graduate training, residency, and practice. The programs positive influences on the UWSOM have included historically early attention to primary care and community-based clinical training and development of an ethic of closely monitored innovation. The use of new information technologies promises to further expand the ability to organize and offer medical education in the WWAMI region.

Learning professionalism: perspectives of preclinical medical students.

Purpose To identify and examine how students respond to and engage with formal professionalism teaching strategies, and what factors outside the formal curriculum may influence professional development. Method Individual semistructured interviews were conducted with 56 students completing the preclinical curriculum at the University of Washington School of Medicine in 2004 and 2005. Interviews were recorded, transcribed, and analyzed using qualitative methods. Results Students identified role modeling as an important modality for learning professionalism, even during their preclinical years. Role models included classroom faculty and peers, in addition to physicians in clinical settings. Small-group discussions and lectures helped some students identify and analyze the professional behaviors they observed, but they elicited negative responses from others. Students believed their professionalism derived from values, upbringing, and experiences prior to medical school. Some students reflected on their evolving professionalism while working directly with patients. Conclusions Medical schools should ensure that students are exposed to excellent role models—ideally, faculty who can articulate the ideals of professionalism and work with students longitudinally in clinical settings. Lectures about professionalism may alienate rather than inspire students. Students’ premedical experiences and values influencing professionalism should be acknowledged and appreciated. Bedside teaching and reflection on students’ inner experience as they begin to work directly with patients deserve further exploration as opportunities to teach professionalism.

Physicians' Interactions with Health Care Teams and Systems in the Care of Dying Patients: Perspectives of Dying Patients, Family Members, and Health Care Professionals

This study investigated the specific physician skills required to interact with health care systems in order to provide high quality care at the end of life. We used focus groups of patients with terminal diseases, family members, nurses and social workers from hospice or acute care settings, and physicians. We performed content analysis based on grounded theory. Groups were interviewed. Two domains were found related to physician interactions with health care systems: 1) access and continuity, and 2) team communication and coordination. Components of these domains most frequently mentioned included taking as much time as needed with the patient, accessibility, and respect shown in working with health team members. This study highlights the need for both physicians and health care systems to improve accessibility for patients and families and increase coordination of efforts between health care team members when working with dying patients and their families.

The language of prognostication in intensive care units.

Rationale. Although misunderstandings about prognosis are common in intensive care units (ICUs), little is known about how physicians actually communicate prognostic information. Objectives. The authors sought to 1) develop a framework to describe the language physicians use to disclose prognosis, 2) determine whether physicians frame prognostic statements as estimates for populations or estimates for individual patients, and 3) determine whether physicians use the recommended ‘‘ask-tell-ask’’ approach when discussing prognosis. Methods. The authors conducted a multicenter, cross-sectional study of 51 audiotaped physician-family conferences about life support decisions in ICUs. They identified each prognostic statement and used grounded theory methods to develop a framework to understand the language physicians use to communicate prognosis. Main Results. Physicians prognosticated in 50 of 51 conferences. When discussing prognosis, physicians used qualitative probability statements in 72% (36/50) of conferences, numeric statements in 20% (10/50), absolute statements in 13% (4/32), and nonprobabilistic statements in 40% (20/50). Physicians exclusively used population-based language in 10% (5/50) of conferences, single-event probability statements in 62% (31/50), and both in 28% (14/ 50). In only 2% (1/50) of conferences did physicians ask whether the family wished to hear prognostic information prior to discussing it, and in only 14% of conferences (7/50) did physicians check to verify that families understood the prognostic information. Conclusions. There is considerable variability in the language used by physicians to disclose prognosis, with only 20% of physicians using quantitative terms. Very few physicians checked whether families understood prognostic information. These findings may provide potential targets for interventions to improve communication about prognosis in ICUs.