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Lawrence S. Wissow, MD, MPH; Lori Hamby Erby, PhD, ScM

Arch Pediatr Adolesc Med. 2008;162(3):280-281.

	Since this article does not have an abstract, we have provided the first 150 words of the full text and any section headings.

The article by Farrell and Kuruvilla¹ in this issue of the Archives adds a novel and potentially helpful twist to solving a long-standing problem: are there efficient ways that health care organizations can assess the quality of patient-clinician communication, provide feedback to clinicians, and subsequently improve clinical outcomes? Large health care organizations have tried to do this by systematically surveying patient satisfaction,² and methods have been proposed for efficiently giving complex feedback about actual communication skills to clinicians.³ But what Farrell and Kuruvilla suggest—monitoring and grading performance on a single behavior at a time—could potentially prove to be workable on a large scale. It would be wonderful to have a replicable marker for good communication or a series of markers that could be applied over time and incorporated into a health care organization's routine feedback to clinicians. There may be . . . [Full Text of this Article]

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Assessment of Parental Understanding by Pediatric Residents During Counseling After Newborn Genetic Screening
Michael H. Farrell and Pramita Kuruvilla
Arch Pediatr Adolesc Med. 2008;162(3):199-204.
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