• Danielle Parham, Danielle Reed, Arielle Olicker, Fey Parrill, Jotishna Sharma, Jessica Brunkhorst, Janelle Noel-MacDonnell, and Kristin Voos.
• Department of Pediatrics, University of Cincinnati College of Medicine, Cincinnati, OH, USA. Danielle.Parham@cchmc.org.
• J Perinatol. 2019 Oct 1; 39 (10): 1392-1398.

ObjectiveTo determine whether the use of family members as educators in a structured educational intervention would increase neonatology fellows' confidence in performing core communication skills targeted to guide family decision-making.Study DesignNeonatology fellows at two centers participated in simulation-based training utilizing formally trained family members of former patients. Fellows completed self-assessment surveys before participating, immediately following participation, and 1-month following the training. Family members also evaluated fellow communication.ResultsFor each core competency assessed, there was a statistically significant increase in self-perceived preparedness from pre-course to post-course assessments. Fellows additionally endorsed using skills learned in the curriculum in daily clinical practice. Family educators rated fellow communication highest in empathetic listening and nonverbal communication.ConclusionsParticipation in a communication skills curriculum utilizing formally trained family members as educators for medical trainees successfully increased fellows' self-perceived preparedness in selected core competencies in communication. Family educators provided useful, generalizable feedback.

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