TY - JOUR
AU - F. Lambert-Fliszar
AU - C. Sullivan
AU - C. Giudice
AU - H. Person
A1 - 
AB - INTRODUCTION: Somatic symptom and related disorders (SSRDs) is an umbrella term for physical symptoms related to or amplified by psychosocial factors. Clinicians find difficulty in delivering SSRD diagnoses to families. Caregiver buy-in of an SSRD diagnosis is strongly associated with better outcomes. Curricula addressing gaps in this communication skill are lacking, indicating a need for effective educational innovations to increase pediatricians' confidence and efficacy in SSRD diagnostic conversations with caregivers. METHODS: A 90-minute curriculum composed of didactic and experiential components, including role-play, was designed using Kern's six steps to curriculum development and the INFORM framework (Introduce, Name and Narrate, Feedback, Orient to diagnosis, Reframe, Management principles). We evaluated and improved the curriculum over multiple iterations using the CIPP (Context-Input-Process-Product) model, in which acceptability and feasibility data were collected from participants via quantitative surveys. These surveys also assessed attainment of educational objectives. RESULTS: A total of 85 responses (of 97 total participants; 88%) were obtained from pediatric residents, pediatric hospital medicine fellows, and pediatric hospitalist attendings. Based on survey responses to two of three true/false questions, participants demonstrated significantly improved knowledge postcurriculum. The proportion of learners reporting feeling confident in SSRD diagnostic conversations increased, from 32% before to 86% after the curriculum. A total of 95% of respondents would recommend this curriculum to a colleague, and 98% reported they would use their skills in future clinical practice. DISCUSSION: We created a novel, well-received SSRD diagnostic communication curriculum via an iterative process, with demonstration of achieved educational objectives.
AD - Assistant Professor, Division of Pediatric Hospital Medicine, Department of Pediatrics, Geisel School of Medicine at Dartmouth.; Division Chief, Division of Pediatric Hospital Medicine, Department of Pediatrics, The Warren Alpert Medical School of Brown University and Hasbro Children's.; Advanced Practice Provider, Division of Pediatric Hospital Medicine, Department of Pediatrics, Connecticut Children's.; Assistant Professor, Division of Pediatric Gastroenterology and Hepatology, Department of Pediatrics, University of Washington School of Medicine and Seattle Children's Hospital.
AN - 41341427
BT - MedEdPORTAL
C5 - Medically Unexplained Symptoms; Healthcare Disparities
DO - 10.15766/mep_2374-8265.11561
DP - NLM
ET - 20251202
JF - MedEdPORTAL
LA - eng
N2 - INTRODUCTION: Somatic symptom and related disorders (SSRDs) is an umbrella term for physical symptoms related to or amplified by psychosocial factors. Clinicians find difficulty in delivering SSRD diagnoses to families. Caregiver buy-in of an SSRD diagnosis is strongly associated with better outcomes. Curricula addressing gaps in this communication skill are lacking, indicating a need for effective educational innovations to increase pediatricians' confidence and efficacy in SSRD diagnostic conversations with caregivers. METHODS: A 90-minute curriculum composed of didactic and experiential components, including role-play, was designed using Kern's six steps to curriculum development and the INFORM framework (Introduce, Name and Narrate, Feedback, Orient to diagnosis, Reframe, Management principles). We evaluated and improved the curriculum over multiple iterations using the CIPP (Context-Input-Process-Product) model, in which acceptability and feasibility data were collected from participants via quantitative surveys. These surveys also assessed attainment of educational objectives. RESULTS: A total of 85 responses (of 97 total participants; 88%) were obtained from pediatric residents, pediatric hospital medicine fellows, and pediatric hospitalist attendings. Based on survey responses to two of three true/false questions, participants demonstrated significantly improved knowledge postcurriculum. The proportion of learners reporting feeling confident in SSRD diagnostic conversations increased, from 32% before to 86% after the curriculum. A total of 95% of respondents would recommend this curriculum to a colleague, and 98% reported they would use their skills in future clinical practice. DISCUSSION: We created a novel, well-received SSRD diagnostic communication curriculum via an iterative process, with demonstration of achieved educational objectives.
PY - 2025
SN - 2374-8265
SP - 11561
ST - INFORM: A Pediatrician's Communication Curriculum About Diagnostic Conversations in Somatic Symptom and Related Disorders
T1 - INFORM: A Pediatrician's Communication Curriculum About Diagnostic Conversations in Somatic Symptom and Related Disorders
T2 - MedEdPORTAL
TI - INFORM: A Pediatrician's Communication Curriculum About Diagnostic Conversations in Somatic Symptom and Related Disorders
U1 - Medically Unexplained Symptoms; Healthcare Disparities
U3 - 10.15766/mep_2374-8265.11561
VL - 21
VO - 2374-8265
Y1 - 2025
ER -