Acceptability and Feasibility of Delivering Real-time Video-based Coaching to Enhance Provider Communication Skills

Abstract Background Despite a growing call to train providers in interpersonal communication skills, communication training is either not offered or is minimally effective, if at all. A critical need exists to develop new ways of teaching communication skills that are effective and mindful of provider time pressures. We propose a program that includes real-time observation and video-based coaching to teach provider communication skills. In this study, we assess acceptability and feasibility of the program using provider interviews and surveys. Methods The coaching intervention involved training providers to use five patient-centered communication behaviors. Two coaches were trained to observe and record live video feeds of provider visits. As coaches observed provider visits, they prepared feedback, which they delivered to the provider. During coaching sessions, coaches gave feedback while showing clips from the visit in which patient-centered communication behaviors could be included. Coaches practiced communication skills with providers using role-plays during coaching sessions. Providers included residents (n=15), fellows (n=3), attending physicians (n=3), and a nurse practitioner (n=1) from a VA clinic and county clinic specializing in care for patients with HIV. We report descriptive results from a survey taken by providers participating in the program. The survey was adapted from validated items used in I/O psychology to assess the feedback environment, including questions about the intervention’s feasibility and acceptability. A qualitative analysis was also conducted on transcripts of provider interviews following the intervention. We used rapid analysis to identify themes within the interviews. Results Survey measures on showed high feasibility and acceptability ratings from providers, with mean item scores ranging from 6.2 to 6.8 on a 7-point scale. Qualitative analysis revealed that providers found that 1) coaches were credible and supportive, 2) feedback was useful, 3) video-clips allowed for self-reflection, 4) getting feedback on the same day was useful, and 5) use of real patients preferred over standardized patients. Conclusions Video-based coaching can help providers learn new communication skills in a way that is provider-centered, brief and timely. Our study demonstrates that real-time coaching using live feed and video technology is an acceptable and feasible way of teaching communication skills.