1 40 1 Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Citation List Month August 2017 List URL Address <a href="https://www.degruyter.com/view/j/jpme.2016.44.issue-4/jpm-2015-0110/jpm-2015-0110.xml" target="_blank" rel="noreferrer">https://www.degruyter.com/view/j/jpme.2016.44.issue-4/jpm-2015-0110/jpm-2015-0110.xml</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Seeking the best training model for difficult conversations in neonatology Publisher An entity responsible for making the resource available Journal Of Perinatal Medicine Date A point or period of time associated with an event in the lifecycle of the resource 2016 Subject The topic of the resource Communication; Neonatology/education; Professional-patient Relations; Computer Simulation; Curriculum; Fellowships And Scholarships; Female; Humans; Infant Newborn; Male; Models Educational; Parents; Pregnancy; Terminal Care Creator An entity primarily responsible for making the resource Lechner BE; Shields R; Tucker R; Bender GJ Description An account of the resource OBJECTIVES: We hypothesize that a formal simulation curriculum prepares neonatology fellows for difficult conversations better than traditional didactics. METHODS: Single-center neonatology fellowship graduates from 1999 to 2013 were sent a retrospective web-based survey. Some had been exposed to a Difficult Conversations curriculum (simulation group), others had not (no simulation group). The simulation group participated in one workshop annually, consisting of lecture, simulation, and debriefing. Scenarios were customized to year of training. Epoch comparisons were made between the simulation and no simulation groups. RESULTS: Self-rated baseline effectiveness at discussing difficult topics was not different. The simulation group reported more supervised family meetings and feedback after fellow-led meetings. Simulations were rated very positively. The simulation group reported increased comfort levels. Strategic pause and body positioning were specific communication skills more frequently acquired in the simulation group. In both groups, the highest ranked contributors to learning were mentor observation and clinical practice. In the simulation group, simulation and debriefing outranked didactics or other experiences. CONCLUSIONS: Simulation-based workshops improve communication skills in high stakes conversations. However, they do not substitute for mentor observation and experience. Establishing a structured simulation-based difficult conversations curriculum refines vital communication skills necessary for the high stakes conversations neonatologists direct in clinical practice. Identifier An unambiguous reference to the resource within a given context <a href="https://doi.org/10.1515/jpm-2015-0110">10.1515/jpm-2015-0110</a> Rights Information about rights held in and over the resource Article information provided for research and reference use only. PedPalASCNET does not hold any rights over the resource listed here. All rights are retained by the journal listed under publisher and/or the creator(s). 2016 August 2017 List Bender GJ Communication Computer Simulation Curriculum Fellowships And Scholarships Female Humans Infant Newborn Journal Of Perinatal Medicine Lechner BE Male Models Educational Neonatology/education Parents Pregnancy Professional-patient Relations Shields R Terminal Care Tucker R