• Amber W Trickey, Anna B Newcomb, Melissa Porrey, Franco Piscitani, Jeffrey Wright, Paula Graling, and Jonathan Dort.
• Advanced Surgical Technology and Education Center, Department of Surgery, Inova Fairfax Hospital, Falls Church, Virginia; Stanford-Surgery Policy Improvement Research and Education Center, Department of Surgery, Stanford University, Stanford, California. Electronic address: atrickey@stanford.edu.
• J Surg Educ. 2017 Nov 1; 74 (6): e124-e132.

ObjectivesSurgery milestones from The Accreditation Council for Graduate Medical Education have encouraged a focus on training and assessment of residents' nontechnical skills, including communication. We describe our 2-year experience implementing a simulation-based curriculum, results of annual communication performance assessments, and resident evaluations.DesignEight quarterly modules were conducted on various communication topics. Former patient volunteers served as simulation participants (SP) who completed annual assessments using the Communication Assessment Tool (CAT). During these 2 modules, communication skills were assessed in the following standardized scenarios: (1) delivering bad news to a caregiver of a patient with postoperative intracerebral hemorrhage and (2) primary care gallstone referral with contraindications for cholecystectomy. SP-CAT ratings were evaluated for correlations by individual and associations with trainee and SP characteristics. Surgical patient experience surveys are evaluated during the curriculum.SettingIndependent academic medical center surgical simulation center.ParticipantsTwenty-five surgery residents per year in 2015 to 2017.ResultsResidents have practiced skills in a variety of scenarios including bad news delivery, medical error disclosure, empathic communication, and end-of-life conversations. Residents report positive learning experiences from the curriculum (90% graded all modules A/A+). Confidence ratings rose following each module (p < 0.001) and in the second year (p < 0.001). Annual assessments yielded insights into skills level, and relationships to resident confidence levels and traits. Communication scores were not associated with resident gender or postgraduate year. Over the course of the curriculum implementation, surgical patients have reported that doctors provided explanations with improved clarity (p = 0.042).ConclusionsThe simulation-based SP-CAT has shown initial evidence of usability, content validity, relationships to observed communication behaviors and residents' skills confidence. Evaluations of different scenarios may not be correlated for individuals over time. The communication curriculum paralleled improvements in patient experience concerning surgeons' clear explanations. An ongoing surgery resident communication curriculum has numerous educational, assessment, and institutional benefits.Copyright © 2017 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

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