The Ohio State University College of Medicine launched a multimodal longitudinal resident communication curriculum concentrating on inpatient pediatrics. Several learning modalities were incorporated to help reinforce the skills and engagement of learners. Small group role play combined with simulation can effectively enable learners to practice communication skills in a time-efficient manner. Six case-based workshops incorporating relevant Accreditation Council for Graduate Medical Education (ACGME) competencies were designed around Problem-Based Learning, Professionalism and Interpersonal Communication Skills. The topics — which were selected according to resident requests — included teen pregnancy, abnormal newborn screening, sexually transmitted disease and sexual abuse, leukemia suspicion, non-accidental trauma and life support withdrawal. The material was organized around communication of difficult news following the Take the HEAT (hear me out, empathize, apologize and take action) framework. Each workshop was administered by at least two faculty experienced in either sharing life-altering news or medical education. Residents attended up to six in-person workshops, with eight attending the first, nine the second, seven the third, five the fourth and four for the fifth and sixth. The feedback was consistently positive, and attendees said they valued receiving individualized performance assessments and opportunities to apply knowledge to real-life difficult patient interactions. They particularly favored direct coaching with a faculty facilitator. The simulation component drew mixed reviews, with learners citing a lack of protected academic time as an attendance hindrance. All residents scored significantly better in relevant ACGME competencies from first to second year. "As residents are faced with ever-evolving clinical and educational demands, we must explicitly emphasize and re-affirm practical communication training for residents early in their careers," the authors conclude.

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