Diabetes ROADMAP: Teaching Guideline Use, Communication, and Documentation When Delivering the Diagnosis of Diabetes

Introduction Most interventions to date regarding breaking bad news focus on late-stage disease or disclosing a cancer diagnosis. Little attention has been given to delivery of chronic metabolic disease diagnoses such as prediabetes/type 2 diabetes. Methods Informed by the American Diabetes Associat...

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Autores principales:	Christy J. W. Ledford, Dean A. Seehusen, Lauren A. Cafferty, Heather A. Rider, Tyler Rogers, Stephanie Fulleborn, Erik Clauson, Christopher C. Ledford, Steven Trigg, Jeremy T. Jackson, Paul F. Crawford
Formato:	article
Lenguaje:	EN
Publicado:	Association of American Medical Colleges 2020
Materias:	Diabetes Diabetes Mellitus Prediabetes Prediabetic State Family Medicine Internal Medicine Medicine (General) R5-920 Education L
Acceso en línea:	https://doaj.org/article/e6e9ef14846e44eea09dd3e33fc67812
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spelling	oai:doaj.org-article:e6e9ef14846e44eea09dd3e33fc678122021-11-19T14:13:01ZDiabetes ROADMAP: Teaching Guideline Use, Communication, and Documentation When Delivering the Diagnosis of Diabetes10.15766/mep_2374-8265.109592374-8265https://doaj.org/article/e6e9ef14846e44eea09dd3e33fc678122020-09-01T00:00:00Zhttp://www.mededportal.org/doi/10.15766/mep_2374-8265.10959https://doaj.org/toc/2374-8265Introduction Most interventions to date regarding breaking bad news focus on late-stage disease or disclosing a cancer diagnosis. Little attention has been given to delivery of chronic metabolic disease diagnoses such as prediabetes/type 2 diabetes. Methods Informed by the American Diabetes Association standards of care and formative research conducted by our research team, we developed this curriculum through the six-step approach to curriculum development. The curriculum consists of a 2- or 3-hour intervention that teaches medical decision-making, interpersonal communication, and clinical documentation in the context of prediabetes and type 2 diabetes followed by role-play and clinical practice. Results Across three cohorts, 53 clinicians completed the curriculum. Across the three iterations, learners rated the curricular intervention as worthwhile and delivered at an appropriate level. In a community hospital setting, learners scored significantly higher on a knowledge check than did a control group of six clinicians (p < .001). Learners in the community hospital also indicated high response efficacy and self-efficacy. At the academic medical center, simulated patients indicated high measures on the Diabetes Health Threat Communication Questionnaire. Discussion The moment of diagnosis presents a key opportunity to affect patients' perceptions of the disease. This curriculum guides clinicians in making the most of diagnosis delivery. Pairing of qualitative, patient-centered research alongside the iterative curriculum design process allows the curriculum to be adaptable and scalable to multiple settings and learner types.Christy J. W. LedfordDean A. SeehusenLauren A. CaffertyHeather A. RiderTyler RogersStephanie FullebornErik ClausonChristopher C. LedfordSteven TriggJeremy T. JacksonPaul F. CrawfordAssociation of American Medical CollegesarticleDiabetesDiabetes MellitusPrediabetesPrediabetic StateFamily MedicineInternal MedicineMedicine (General)R5-920EducationLENMedEdPORTAL, Vol 16 (2020)
institution	DOAJ
collection	DOAJ
language	EN
topic	Diabetes Diabetes Mellitus Prediabetes Prediabetic State Family Medicine Internal Medicine Medicine (General) R5-920 Education L
spellingShingle	Diabetes Diabetes Mellitus Prediabetes Prediabetic State Family Medicine Internal Medicine Medicine (General) R5-920 Education L Christy J. W. Ledford Dean A. Seehusen Lauren A. Cafferty Heather A. Rider Tyler Rogers Stephanie Fulleborn Erik Clauson Christopher C. Ledford Steven Trigg Jeremy T. Jackson Paul F. Crawford Diabetes ROADMAP: Teaching Guideline Use, Communication, and Documentation When Delivering the Diagnosis of Diabetes
description	Introduction Most interventions to date regarding breaking bad news focus on late-stage disease or disclosing a cancer diagnosis. Little attention has been given to delivery of chronic metabolic disease diagnoses such as prediabetes/type 2 diabetes. Methods Informed by the American Diabetes Association standards of care and formative research conducted by our research team, we developed this curriculum through the six-step approach to curriculum development. The curriculum consists of a 2- or 3-hour intervention that teaches medical decision-making, interpersonal communication, and clinical documentation in the context of prediabetes and type 2 diabetes followed by role-play and clinical practice. Results Across three cohorts, 53 clinicians completed the curriculum. Across the three iterations, learners rated the curricular intervention as worthwhile and delivered at an appropriate level. In a community hospital setting, learners scored significantly higher on a knowledge check than did a control group of six clinicians (p < .001). Learners in the community hospital also indicated high response efficacy and self-efficacy. At the academic medical center, simulated patients indicated high measures on the Diabetes Health Threat Communication Questionnaire. Discussion The moment of diagnosis presents a key opportunity to affect patients' perceptions of the disease. This curriculum guides clinicians in making the most of diagnosis delivery. Pairing of qualitative, patient-centered research alongside the iterative curriculum design process allows the curriculum to be adaptable and scalable to multiple settings and learner types.
format	article
author	Christy J. W. Ledford Dean A. Seehusen Lauren A. Cafferty Heather A. Rider Tyler Rogers Stephanie Fulleborn Erik Clauson Christopher C. Ledford Steven Trigg Jeremy T. Jackson Paul F. Crawford
author_facet	Christy J. W. Ledford Dean A. Seehusen Lauren A. Cafferty Heather A. Rider Tyler Rogers Stephanie Fulleborn Erik Clauson Christopher C. Ledford Steven Trigg Jeremy T. Jackson Paul F. Crawford
author_sort	Christy J. W. Ledford
title	Diabetes ROADMAP: Teaching Guideline Use, Communication, and Documentation When Delivering the Diagnosis of Diabetes
title_short	Diabetes ROADMAP: Teaching Guideline Use, Communication, and Documentation When Delivering the Diagnosis of Diabetes
title_full	Diabetes ROADMAP: Teaching Guideline Use, Communication, and Documentation When Delivering the Diagnosis of Diabetes
title_fullStr	Diabetes ROADMAP: Teaching Guideline Use, Communication, and Documentation When Delivering the Diagnosis of Diabetes
title_full_unstemmed	Diabetes ROADMAP: Teaching Guideline Use, Communication, and Documentation When Delivering the Diagnosis of Diabetes
title_sort	diabetes roadmap: teaching guideline use, communication, and documentation when delivering the diagnosis of diabetes
publisher	Association of American Medical Colleges
publishDate	2020
url	https://doaj.org/article/e6e9ef14846e44eea09dd3e33fc67812
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Diabetes ROADMAP: Teaching Guideline Use, Communication, and Documentation When Delivering the Diagnosis of Diabetes

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