The PEEER Model: Effective Healthcare Team-Patient Communications
|9360||March 8, 2013||1|
Our resource is an educational exercise designed for students of all the health professions (medicine, dentistry, pharmacy, etc). It consists of a new model, PEEER (Plain Language, Engagement, Empathy, Empowerment, Respect) to teach Interprofessional Communication to professionals who will be working in IP teams and for IP teams with patients and caregivers. The model is clearly described with specific examples of communication skills that exemplify the model's components. The model is grounded in the communications and healthcare/patient safety literature, and is heavily referenced. The resource also contains three sets of video clips demonstrating good and bad IP communication skills between health professionals and health professionals and patients/caregivers. Accompanying these videos are worksheets for learners to critique the videos, and facilitator worksheets with prompts to help lead discussion about the good and bad communication skills demonstrated, with attention to applying the model to the video clips. Finally, the resource contains a learner post-assessment which reflects how well they grasped the model components and concepts, and an evaluation of the process. Additional readings with extensive references are also provided.
Conigliaro R, Kuperstein J, Dupuis J, Welsh D, Taylor S, Weber D, Jones M. The PEEER Model: Effective Healthcare Team-Patient Communications. MedEdPORTAL Publications; 2013. Available from: https://www.mededportal.org/adea/publication/9360 http://dx.doi.org/10.15766/mep_2374-8265.9360
- To identify the unique characteristics of team-patient-caregiver communication in healthcare.
- To describe the PEEER© Model.
- To explain the 5 skill categories needed to achieve effective team-patient-caregiver communication.
- To recognize and describe examples of effective and ineffective communication when observed.
- To discuss the use of specific skills to achieve effective communication within teams and with patients and their caregivers.
- Teamwork, Plain Language, Engagement, Empowerment, PEEER, eHealth
Communication & Interpersonal Skills
- Communication & Interpersonal Skills
Interpersonal & Communication Skills
- Clinical Skills/Doctoring
Allied Health Student
- Allied Health Student
Authors & Co-Authors
Rosemarie Conigliaro, MD
Albert Einstein COM/Montefiore Medical Center
University of Kentucky
University of Kentucky College of Nursing
University of Kentucky College of Medicine
University of Kentucky College of of Communication and Information
University of Kentucky College of Pharmacy
University of Kentucky College of Pharmacy
Effectiveness and Significance
This resource has been used in existing US pharmacy, nursing, physical therapy, and allopathic medical school curricula as part of student preparedness for working in interprofessional teams and as a backdrop for teaching patient safety concepts vis-à-vis team and team-patient-caregiver communication. Prior to this activity: the learners should have some sense of their professional identity as well as an understanding of the roles of the other professions depicted in the scenarios. The specific skills covered in our schema (Plain Language, Engagement, Empathy, Empowerment and Respect) have been mapped to the Competency Domains outlined by the Interprofessional Education Collaborative (IPEC) in their document, “Core Competencies for Interprofessional Collaborative Practice.”
Special Implementation Guidelines or Requirements
The video files are available through MedEdPORTAL. Alternatively, the videos are available via a streaming media server and can be accessed on PCs and Macs via commonly used web browsers (Internet Explorer, Firefox, Safari, Chrome, etc). The videos work on some, but not all, mobile device browsers. A continuous internet connection is required to view the videos. The videos cannot be downloaded and saved to a local server or hard drive. The links to each of the 6 videos are found in the instructor's guide.
- Different health care colleges can coordinate and schedule a shared IPE curricular experience.
- When this is accomplished successfully, the collaboration enriches both the learner experience and that of the interprofessional faculty, by creating a better appreciation and understanding of the roles and contributions of the various health professionals.
- This activity was well received by all students; however matching up learners at comparable levels of training is best for optimal experience, although sometimes challenging across colleges.
- Students need and appreciate a guide to help them navigate through an IPE/team experience and to orient them to the goals and roles; this makes for a better educational experience.
- The model may be used as a template for general orientation to optimal communication skills.
This information is made available under the Creative Commons license.