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Addressing Hydroxyurea Nonadherence and Medical Mistrust

9m 22s encounter

This is an unedited encounter from ClinicalSim. Review the same recording, transcript, and feedback report the learner received.

The scenario

Your role

You are the pediatric hematology-oncology fellow caring for Jordan Williams, a thirteen-year-old with HbSS sickle cell disease whose hydroxyurea adherence has been inconsistent.

Monique Williams is the mother and primary caregiver of Jordan, thirteen, who has HbSS sickle cell disease. He has recurrent vaso-occlusive crises, has missed several hematology appointments, and takes hydroxyurea inconsistently.

You are meeting her one-on-one in an outpatient hematology clinic room to understand what is actually getting in the way and to build a plan with her. Jordan is at school; she has come from a work shift.

Her objection is not unreasonable. Hydroxyurea makes Jordan nauseated and tired, she has watched it happen, and nobody has given her a straight answer about whether that trade is worth it. Underneath the objection is something older: she and Jordan have been treated as drug-seeking during pain crises.

What makes this hard is that you have to be accurate about a drug whose evidence is strong in some places and thin in others, name a pattern you were not present for without adjudicating who did what, and do both without retreating from a clear recommendation. Honest about the evidence, clear about the advice. Either half without the other fails the encounter.

You are speaking with Monique Williams, forty-one, Jordan's mother and guardian. She is forthright and protective, tired from a work shift, and braced for another clinician who will manage her rather than answer her. She opens the conversation by putting that directly to you.

Objectives

  • Elicit Monique's concerns
  • Give an honest account of hydroxyurea, clear on what the evidence supports and candid about what it does not, without retreating from the recommendation.
  • Elicit how Jordan's pain has been managed within the health system, including being treated as drug-seeking, and name the documented pattern of sickle cell pain being undertreated
  • Address barriers to medication access, administration, and adherence
  • Build trust and work to create a shared plan of action

Listen to the recording

Hear the full 9m 22s encounter

▶Transcript39
AI

Before we start, let me just say it. Nobody in these places really listens to Black patients, and that medicine you keep pushing makes my son feel sick. So tell me why I should keep giving it to him.

You

Whoa. Uh, Monique, this is Dr. Rissman. I hear the frustration in your voice, and I'm, I just wanna say I'm really sorry.

AI

Sorry for what, exactly? I'm not trying to be difficult, I just... I've heard sorry before. What I need to know is whether you're going to actually talk to me about this medicine, or whether we're going to dance around it like everybody else.

You

No, I would love to be direct with you and, and really hear about what's been going on and how we can be doing better.

AI

Alright. Then start with this. Jordan's on hydroxyurea.

He says it makes him nauseous, he's tired all the time, and he's thirteen so he's got opinions now. Why should I keep giving him something that makes him feel worse when he's not even in a crisis?

You

Yeah. Monique, I hear you. I hear that you are trying to get a 13-year-old to try to do something they don't wanna do.

AI

That's part of it, yeah. But I need more than you hearing me. I need to know what this drug actually does for him, and what it doesn't do.

Because nobody's ever sat down and told me straight.

You

So tell me a little bit about what you know about hydroxyurea.

AI

What I know is what I've been told in pieces. That it's supposed to cut down on the pain crises. That his blood cells change shape or something because of it.

That's about it. Nobody's told me if it's safe to take for years, nobody's told me what it does long-term, and nobody's told me why he needs it when he's doing okay.

You

Um, these are really important points, and I thank you for sharing them with me. I guess, you know, one of the things I'm wondering is, when you say you're, you gather information in pieces, w- where are you gathering your information?

AI

Wherever I can. The clinic when there's time, which isn't often. Other moms online.

Things I read when I get a minute between shifts. That's what happens when nobody sits you down and explains it properly... you piece it together yourself.

You

Yeah, it seems like you've been doing a lot of advocacy for a long time.

AI

I've been doing what any mother would do. I don't need a medal for it, I need answers. So can you give me the straight story on this drug or not?

You

Yeah, I, I absolutely can. Um, so what I'll say directly to you is that he's probably been doing really well for so long because he's been taking the hydroxyurea. And it's one of those medications that's important to take when you're feeling good to try to prevent the crises.

AI

Okay. So you're saying it's working, and that's why he seems fine. But how do I know that?

He could be fine because he's just... fine. What does the evidence actually show, and don't dress it up for me.

You

Yes, absolutely. So, um, the evidence shows that the more consistently you take this medication, the fewer crises you end up having. It doesn't take them away entirely, it just decreases the amount.

AI

Okay. That's straighter than I usually get. What about the long haul?

He's thirteen. If he takes this for the next twenty, thirty years, what does that do to him? Is it safe that long?

You

Yeah. You know, from my understanding, it is safe to take, um, and it wouldn't be a recommendation if it weren't safe to take.

AI

Mm. That's the kind of answer that makes me nervous, honestly. "It wouldn't be recommended if it weren't safe" isn't the same as somebody actually studying it for thirty years. So what do we actually know, and what don't we know?

You

So your, your question about safety, uh, long term, I can't answer directly for you because generally, for a long time, kids who had sickle cell disease didn't live a long time, and so we don't have that data. And so I'm hopeful that when you ask me this question in 10 years or in 20 years, I'll have better answers for you.

AI

Okay. That... that's honest. I appreciate that.

Nobody's told me that before, that we just don't know yet because kids didn't used to make it that long. That's a hard thing to hear, but it's the truth, and I'd rather have that than a pretty answer.

You

Yeah. I, I... My hope really is to be as truthful as possible with you and, and really get a better understanding about what life looks like for you so we can support Jordan as best as possible.

AI

Alright. Then let me tell you what life actually looks like. I work two jobs.

I'm gone most days before he's up and I get home after dinner. His grandma helps when she can but she's got her own health. So when I hand him that bottle in the morning, I don't actually know what happens to it while I'm at work.

You

That sounds like you have a lot on your plate and, you know, I'm hearing from you that it's important that he takes his medications and you're also struggling to get him to take it, and you also have a lot going on. Um, is it okay if we sit for a second and try to think through, um, some things that might make it easier for both you and Jordan to take it?

AI

Yeah. Yeah, okay. Let's do that.

Because honestly... I'll tell you something. I think sometimes he doesn't take it. He says he does, but I've found pills, I've seen the bottle heavier than it should be.

He's thirteen and he hates feeling nauseous and I'm not there to make him. So whatever we come up with has got to work for him, not just for me.

You

Yeah. That makes sense too. So, um, you tell me, when do you want to bring Jordan into the conversation?

AI

Nobody's ever asked me that before. Nobody's ever asked what he wants either, honestly. I think... I think he needs to be at the next visit.

If this is his body and his medicine, he should hear it from you the way I just did. Straight. Can we do that?

You

Absolutely. So how would it feel if you and I make a plan that feels potentially feasible, and then we, um, propose it to Jordan and see how he feels about it?

AI

That works. I don't want to walk in there and dictate to him, that'll shut him down faster than anything. So let's sketch something out and then let him push back on it.

What are you thinking for the nausea? Because that's his number one complaint, and if we don't solve that, none of the rest matters.

You

Yeah, I hear that. Nausea sucks. Let's make it so that he doesn't feel as nauseous and, uh, and has a good day.

Um, can you tell me, so it sounds like he takes the medicine in the morning. Is that right?

AI

Yeah, mornings. Before school, with whatever he grabs for breakfast, which honestly some days is nothing. He's rushing, I'm rushing... it's not a calm sit-down situation.

You

Okay. So, the way that I would end up proposing it to Jordan is twofold. One, um, he can either consider taking it at nighttime so that when his peak effects of the hydroxyurea happen, they happen when he's sleeping, and so he shouldn't actually feel the nausea.

The alternative would be to try to take it every morning and take it with food so that... and see if the food addition changes how much he feels nauseous.

AI

Okay. Nighttime actually makes a lot of sense. He's home in the evening, I'm home most nights by then, I can actually see him take it.

And if it hits him while he's sleeping, he's not dragging through school feeling awful. I like that better than trying to force food into him at six in the morning. Let's put that one to him first.

You

Okay. I like that idea. Um, okay, so nighttime feels feasible.

Um, and then is there anything else you want me to specifically address with Jordan when I meet him?

AI

Yeah. Ask him what he wants. Don't just tell him the plan, ask him.

He's been talked at his whole life about this disease. And... tell him what you told me. The honest version, including what you don't know.

He can handle it, and he'll trust you more for it. That's what got me listening.

You

Yeah. I appreciate that. Thank you for saying that.

And I, I promise, I really, I really am curious what it feels like to be in Jordan's body. And so, I'll sit with him, I'll get to know him a little bit, and then we'll talk about, um, how we best can support him.

AI

Thank you. That's... that's more than I came in here expecting, honestly. So let me say back what I think we're doing, make sure I've got it right.

Jordan and I come in together next visit. We try switching the hydroxyurea to nighttime so the nausea hits while he's sleeping. And you talk to him straight, the way you talked to me, and you ask him what he wants.

That's the plan?

You

That sounds like a good plan.

AI

Alright. Then I'll get the appointment on the books and I'll bring him with me. And I'll tell him tonight that somebody actually wants to hear from him.

Thank you, Doctor. This was... this was different. I appreciate it.

Feedback

How to read this feedback

Every score is written as value / max, so you can see both the points earned and the points available. A spoken simulation can’t surface everything a real visit would, so when something couldn’t be judged fairly, the feedback labels it instead of holding it against you. Here’s what each label means.

(simulation limitation)

The voice/text modality physically can't reveal it

e.g. eye contact, body language, facial affect, physical exam, EHR documentation

(no opportunity)

The scenario never created the occasion

e.g. conversation ended before this step; situation never arose

(not applicable)

Out of scope for this case

e.g. a domain that doesn't apply here

A not assessable item does not affect the score. The format did not give you a fair chance to show that behavior, so the item is excluded. That is different from “Not demonstrated,” where the moment was there and the skill didn’t come through. Only the second one reflects on how the encounter went.

For competency frameworks with levels, some scenarios can only assess a competency up to a certain level because the higher levels turn on behaviors a single spoken encounter can’t surface. When a scenario’s ceiling is below Level 4, that milestone is still shown for its formative value but is “Not in overall grade” . It doesn’t count toward the overall grade, so a case that can’t fully exercise a competency never reads as a shortfall.

Overall impression

  • Strengths — This was a strong repair of a hostile, distrustful opening. The learner led with honesty (including candidly naming the limits of long-term evidence), shared power generously, sought permission, and consistently redirected away from reasons to stop the medication toward workable solutions. The mother moved from confrontation to genuine partnership and left with a concrete, co-authored plan — strong evidence of empathy, partnership, and softening of sustain talk.
  • Priority gaps — The learner leaned on information-giving and reassurance at several key moments, sometimes at the expense of reflective listening and evoking. Change talk was largely accepted rather than actively deepened, the mother's underlying experience of racism and mistrust was acknowledged but never directly reflected, and the learner let the client supply the closing summary.
  • Top action items
    1. Before offering solutions or explanations, elicit the client's own ideas and evoke/amplify her reasons for change ("What matters most to you about keeping him well?").
    2. Reflect the emotional meaning under the grievance — the distrust rooted in not being heard as a Black mother — early and directly.
    3. Raise the complex-reflection-to-question ratio and deliver your own linking summary at the close rather than relying on the client's teach-back.

This is what a learner receives

Every completed practice session produces a report tied to the frameworks named on the case and the evidence in the transcript.