Communication between a patient with hearing loss and a health care provider can be challenging and potentially contribute to poor health outcomes. This document describes an audiology doctoral project with clinical innovation emphasis on the development of a guide and interprofessional training for health care providers to communicate effectively with patients with hearing loss. A preliminary assessment of provider needs for training was followed by the development and implementation of an interprofessional training on hearing loss and communication strategies for the University of Arizona-St. Luke's Home Interprofessional Education and Practice Program (Spring, 2015). Additionally, video training segments on effective communication in a health care setting were developed. Evaluation of the interprofessional training included administration of pre- and post-training questionnaires (n = 11). Results indicated a significant change in trainee confidence levels in screening for hearing loss and the use of appropriate communication strategies for communicating with hard of hearing patients. These results support further development and research on hearing loss and communication training for health care curriculums, interprofessional education, and in-service training meetings. Implementation of communication trainings may lead to improved patient-provider communication, with positive impact on health care experiences and outcomes for patients with hearing loss.

This paper describes an empirical approach to assessing pediatric residents' attitudes, knowledge and skills in primary care behavioral health. Outcomes from that assessment approach are presented from two pediatric residency training programs in the northeastern United States. Thirty-six pediatric residents completed attitudes, knowledge and skills surveys. The survey was developed to align with the American Academy of Pediatrics’ Policy Statement in 2009 citing aspirational competencies for pediatricians in primary care behavioral health. This alignment addressed both learner variables (attitudes, knowledge, and skills) as well as clinical presentations (ADHD, anxiety, depression, and suicide) highlighted in the policy statement. The survey specifically inquired about self-reported confidence and comfort in managing behavioral health concerns using evidence-based practice parameters (attitudes and knowledge) and their measured ability to deliver evidence-based care in response to clinical vignettes (skills). Findings largely revealed no statistically significant differences in attitudes, knowledge or skills between interns and upper-level residents. Training programs can use the approach described in this paper and the assessment instrument with some possible modifications to monitor annual progress and evaluate any changes in didactic and clinical training.