To the Editor In a recent report, Dr Curtis and colleagues1 found that simulation-based education did not improve patient-reported quality of communication. We disagree with the authors’ conclusion that “these findings raise questions about skills transfer from simulation training to actual patient care and the adequacy of communication skills assessment.” Instead, we propose a different explanation: the educational intervention was neither powerful nor assessed rigorously, which would prevent transfer of training outcomes to measured patient care practices or patient outcomes.
Wayne DB, McGaghie WC. Training for Effective Patient Communication. JAMA. 2014;311(13):1355-1356. doi:10.1001/jama.2014.1763