Ehab Abdul Raheem Alshatnawi
The study aims to identify the communication skills to be available at Jordanian tour guides and how German tourists assess these skills. The analytical descriptive approach was used in the current study (survey and analysis). This approach is based on collecting data, organizing and analyzing it. The study mainly addressed how German tourists assess communication skills among Jordanian tourist guides.Results of the study revealed that Jordanian tourist guides possess communication skills in ...
Scheffer, Simone; Muehlinghaus, Isabel; Froehmel, Annette; Ortwein, Heiderose
Communication skills training is an accepted part of undergraduate medical programs nowadays. In addition to learning experiences its importance should be emphasised by performance-based assessment. As detailed checklists have been shown to be not well suited for the assessment of communication skills for different reasons, this study aimed to…
Barati, M; A. Afsar; M. Ahmadpanah
Introduction & Objective: Communication skills are the most important characteristics for healthcare providers. The aim of this study was to assess communication skills level and its related factors among healthcare practitioners in Bahar-Hamadan.Materials & Methods: This descriptive-analytical study was carried out on 309 employees in Bahar health care system. Data-gathering tools consisted of a 3-part questionnaire: communication skills level measuring feedback, listening, and verbal commun...
Full Text Available Introduction & Objective: Communication skills are the most important characteristics for healthcare providers. The aim of this study was to assess communication skills level and its related factors among healthcare practitioners in Bahar-Hamadan.Materials & Methods: This descriptive-analytical study was carried out on 309 employees in Bahar health care system. Data-gathering tools consisted of a 3-part questionnaire: communication skills level measuring feedback, listening, and verbal communication. Subjects’ demographic variables such as age, gender, education level and job were also recorded. The obtained data was analyzed by means of the statistical software SPSS-13 using coefficient correlation, liner regression, t-test, and One-way Anova.Results: The subjects reported 62.2, 57.1, and 60.2% of receivable scores of verbal, listening, and feedback communication, respectively. Overall communication skills of 27.8% of the participants were evaluated at the desired level. Significant differences were observed in average score of communication skills related to age, gender, education degree, employment status, workhouse, and experience (P<0.05. In liner regression, factors influencing communication skills were age, gender, and education degree (P< 0.05.Conclusion: The results reveal that the communication skills of more than half of the medical practitioners are weak and moderate. It is recommended to design some program to improve medical practitioners' communication skills. (Sci J Hamadan Univ Med Sci 2012;19(1:62-69
Smit, G.N.; van der Molen, H.T.
Assessment of students' communication skills after a course in problem-clarifying skills requires an assessment method different from the traditional written examination. In this article we describe the construction and evaluation of simulations, video tests and paper-and-pencil tests. The results o
Heinerichs, Scott; Cattano, Nicole M.; Morrison, Katherine E.
Context: Nonverbal communication (NVC) skills are a critical component to clinician interactions with patients, and no research exists on the investigation of athletic training students' nonverbal communication skills. Video recording and debriefing have been identified as methods to assess and educate students' NVC skills in other allied health…
MAHTAB MEMARPOUR; LEILA BAZRAFKAN; ZAHRA ZAREI
Introduction: Establishment of effective communication between the clinician and patient is essential in order to increase the effectiveness of treatment. These skills have been less investigated among dental students. This study aimed to evaluate communication skills of dental students in Shiraz with patients through direct observation, patients’ perspectives and students’ self-assessments. Methods: This cross-sectional study enrolled the fifth and sixth year dental s...
MEMARPOUR, MAHTAB; BAZRAFKAN, LEILA; ZAREI, ZAHRA
Introduction Establishment of effective communication between the clinician and patient is essential in order to increase the effectiveness of treatment. These skills have been less investigated among dental students. This study aimed to evaluate communication skills of dental students in Shiraz with patients through direct observation, patients' perspectives and students' self-assessments. Methods This cross-sectional study enrolled the fifth and sixth year dental students and one of each student’s patients who was chosen using simple random sampling method. We used a checklist for data collection. Students’ communication skills were assessed at three steps of the student-patient interview – at the beginning of the interview, during the interview, and at the end of the interview. The checklist was completed by three groups: 1) an observer, 2) the patient and 3) the student, as self-assessment. The validity of the checklist was confirmed by clinical professors and the reliability was determined by Cronbach's alpha test. Data were analyzed using descriptive statistics and Student’s t test. A repeated measure MANOVA was used to compare the mean communication skills in the researcher, patients, and students at each step of the patient interviews. Results There were 110 students (mean age: 22.3±8.4 years) and 110 patients (mean age: 32±8.8 years) who completed the checklists. Overall, the communication skills of dental students were rated as good according to the patients. However, the observer and student participants rated the skills at the moderate level. We observed significant differences between communication skills in all three groups and in the three steps of the patient interviews (p0.05). However from the observer’s viewpoint, female students showed better communication skills during the interviews (p=0.001). Conclusion There was a degree of failure in communication skills of dental students with patients in the interview process. It will be
Full Text Available Introduction: Establishment of effective communication between the clinician and patient is essential in order to increase the effectiveness of treatment. These skills have been less investigated among dental students. This study aimed to evaluate communication skills of dental students in Shiraz with patients through direct observation, patients’ perspectives and students’ self-assessments. Methods: This cross-sectional study enrolled the fifth and sixth year dental students and one of each student’s patients who was chosen using simple random sampling method. We used a checklist for data collection. Students’ communication skills were assessed at three steps of the student-patient interview – at the beginning of the interview, during the interview, and at the end of the interview. The checklist was completed by three groups: 1 an observer, 2 the patient and 3 the student, as self-assessment. The validity of the checklist was confirmed by clinical professors and the reliability was determined by Cronbach’s alpha test. Data were analyzed using descriptive statistics and Student’s t test. A repeated measure MANOVA was used to compare the mean communication skills in the researcher, patients, and students at each step of the patient interviews. Results: There were 110 students (mean age: 22.3±8.4 years and 110 patients (mean age: 32±8.8 years who completed the checklists. Overall, the communication skills of dental students were rated as good according to the patients. However, the observer and student participants rated the skills at the moderate level. We observed significant differences between communication skills in all three groups and in the three steps of the patient interviews (p0.05. However from the observer’s viewpoint, female students showed better communication skills during the interviews (p=0.001. Conclusion: There was a degree of failure in communication skills of dental students with patients in the interview
Burke-Smalley, Lisa A.
Business, like many other fields in higher education, continues to rely largely on conventional testing methods for assessing student learning. In the current article, another evaluation approach--the oral exam--is examined as a means for building and evaluating the professional communication and oral dialogue skills needed and utilized by…
Full Text Available Effective communication helps us better understand a person or situation and enables us to resolve differences, build trust and respect, and create environments where creative ideas, problem solving, affection, and caring can flourish. By learning these effective communication skills, you can better connect with your children, friends, and coworkers. Effective communication skills are fundamental to success in many aspects of life. Many jobs require strong communication skills and socially people with improved communication skills usually enjoy better interpersonal relationships with friends and family.
Effective communication helps us better understand a person or situation and enables us to resolve differences, build trust and respect, and create environments where creative ideas, problem solving, affection, and caring can flourish. By learning these effective communication skills, you can better connect with your children, friends, and coworkers. Effective communication skills are fundamental to success in many aspects of life. Many jobs require strong communication ski...
This document presents one module in a set of training resources for trainers to use with parents and/or professionals serving children with disabilities; focus is on communication skills. The modules stress content and activities that build skills and offer resources to promote parent-professional collaboration. Each training module takes about 2…
Erik E. Langenau
Full Text Available Background: High stakes medical licensing programs are planning to augment and adapt current examinations to be relevant for a two-decision point model for licensure: entry into supervised practice and entry into unsupervised practice. Therefore, identifying which skills should be assessed at each decision point is critical for informing examination development, and gathering input from residency program directors is important. Methods: Using data from previously developed surveys and expert panels, a web-delivered survey was distributed to 3,443 residency program directors. For each of the 28 procedural and 18 advanced communication skills, program directors were asked which clinical skills should be assessed, by whom, when, and how. Descriptive statistics were collected, and Intraclass Correlations (ICC were conducted to determine consistency across different specialties. Results: Among 347 respondents, program directors reported that all advanced communication and some procedural tasks are important to assess. The following procedures were considered ‘important’ or ‘extremely important’ to assess: sterile technique (93.8%, advanced cardiovascular life support (ACLS (91.1%, basic life support (BLS (90.0%, interpretation of electrocardiogram (89.4% and blood gas (88.7%. Program directors reported that most clinical skills should be assessed at the end of the first year of residency (or later and not before graduation from medical school. A minority were considered important to assess prior to the start of residency training: demonstration of respectfulness (64%, sterile technique (67.2%, BLS (68.9%, ACLS (65.9% and phlebotomy (63.5%. Discussion: Results from this study support that assessing procedural skills such as cardiac resuscitation, sterile technique, and phlebotomy would be amenable to assessment at the end of medical school, but most procedural and advanced communications skills would be amenable to assessment at the end of the
Harasym, Peter H.; Woloschuk, Wayne; Cunning, Leslie
Physician-patient communication is a clinical skill that can be learned and has a positive impact on patient satisfaction and health outcomes. A concerted effort at all medical schools is now directed at teaching and evaluating this core skill. Student communication skills are often assessed by an Objective Structure Clinical Examination (OSCE).…
Uhm, Seilin; Gui H. Lee; Jin, Jeong K.; Bak, Yong I.; Yeon O. Jeoung; Chan W. Kim
Background: Finding out the effective ways of teaching and assessing communication skills remain a challenging part of medication education. This study aims at exploring the usefulness and effectiveness of having additional feedback using qualitative analysis in assessment of communication skills in undergraduate medical training. We also determined the possibilities of using qualitative analysis in developing tailored strategies for improvement in communication skills training.Methods: This ...
Lazarony, Paul J.; Driscoll, Donna A.
Assessment of learning goals has become the norm in business programs in higher education across the country. This paper offers a methodology for the assessment of both communication skills and research skills within a curriculum of the Bachelor of Science in Information Systems Program. Program level learning goals assessed in this paper are: (1)…
Salmon, Peter; Young, Bridget
Medical Education 2011: 45: 217-226 Objectives The view that training in communication skills produces skilled communication is sometimes criticised by those who argue that communication is individual and intuitive. We therefore examine the validity of the concept of communication as a skill and identify alternative principles to underpin future development of this field. Methods We critically examine research evidence about the nature of clinical communication, and draw from theory and evidence concerning education and evaluation, particularly in creative disciplines. Results Skilled communication cannot be fully described using the concept of communication skills. Attempts to do so risk constraining and distorting pedagogical development in communication. Current education practice often masks the difficulties with the concept by introducing subjectivity into the definition and assessment of skills. As all clinical situations differ to some extent, clinical communication is inherently creative. Because it is rarely possible to attribute specific effects to specific elements of communication, communication needs to be taught and evaluated holistically. Conclusions For communication teaching to be pedagogically and clinically valid in supporting the inherent creativity of clinical communication, it will need to draw from education theory and practice that have been developed in explicitly creative disciplines. PMID:21299597
Full Text Available Background: Finding out the effective ways of teaching and assessing communication skills remain a challenging part of medication education. This study aims at exploring the usefulness and effectiveness of having additional feedback using qualitative analysis in assessment of communication skills in undergraduate medical training. We also determined the possibilities of using qualitative analysis in developing tailored strategies for improvement in communication skills training. Methods: This study was carried out on medical students (n=87 undergoing their final year clinical performance examination on communication skills using standardized patient by video-recording and transcribing their performances. Video-recordings of 26 students were randomly selected for qualitative analysis, and additional feedback was provided. We assessed the level of acceptance of communication skills scores between the study and nonstudy group and within the study group, before and after receiving feedback based on qualitative analysis. Results: There was a statistically significant increase in the level of acceptance of feedback after delivering additional feedback using qualitative analysis, where the percentage of agreement with feedback increased from 15.4 to 80.8% (p<0.001. Conclusions: Incorporating feedback based on qualitative analysis for communication skills assessment gives essential information for medical students to learn and self-reflect, which could potentially lead to improved communication skills. As evident from our study, feedback becomes more meaningful and effective with additional feedback using qualitative analysis.
Dielissen, P.W.; Bottema, B.J.A.M.; Verdonk, P.; Lagro-Janssen, T.
CONTEXT: Gender is increasingly regarded as an important factor in doctor-patient communication education. This review aims to assess if and how gender is addressed by current assessment instruments for communication skills in medical education. METHODS: In 2009 at Radboud University Nijmegen Medica
Lewenstein, B. V.; Baram-Tsabari, A.
Although much effort is being invested in science communication training, the efforts are rarely accompanied by systematic evaluation of learning outcomes; existing evaluations are mainly anecdotal, or specific to a particular program. Standardized assessments will allow comparisons across programs and identification of best practices. This presentation describes the development and piloting of a tool for measuring scientists' views about, knowledge of, and skills in science communication. The instrument collects four types of data: (1) background information, (2) communication skills, (3) views about science communication, and (4) knowledge about the context of science communication. In the specific area of communication skills, a rationale is proposed for establishing learning goals in seven areas: content, knowledge organization, clarity and language, style, analogy, narrative, and dialogue. The resulting instrument may be used as a baseline survey or as a tool for pre-post evaluation of the learning outcomes of a wide range of science communication training programs and courses.
McKenzie, Carly T
The aim of this study was to use structured assessments to assess dental students' clinical communication skills exhibited during patient appointments. Fourth-year dental students (n=55) at the University of Alabama at Birmingham evaluated their own interpersonal skills in a clinical setting utilizing the Four Habits Coding Scheme. An instructor also assessed student-patient clinical communication. These assessments were used to identify perceived strengths and weaknesses in students' clinical communication. Both instructor assessments and student self-assessments pinpointed the following clinical communication skills as effective the most often: patient greeting, avoidance of jargon, and non-verbal behavior. There was also relative agreement between instructor assessments and student self-assessments regarding clinical communication skills that were rated as not effective most frequently: ensuring patient comprehension, identification of patient feelings, and exploration of barriers to treatment. These resulted pointed to strengths and weaknesses in the portion of the curriculum designed to prepare students for effective provider-patient communication. These results may suggest a need for the school's current behavioral science curriculum to better address discussion of potential treatment barriers and patient feelings as well as techniques to ensure patient comprehension. PMID:27139207
Volino, Lucio R.; Das, Rolee Pathak
The objectives of this study were to develop a student self-assessment activity of a video-recorded counseling session and evaluate its impact on student self-perceptions of specific communication skills. This activity was incorporated into a core-communications course within the third professional year of a Doctor of Pharmacy curriculum. Student…
Alberto Zamora Cervantes
Full Text Available Communicating with the patient in clinical practice refers to the way in which the doctor and the patient interact both verbally and nonverbally, in order to achieve a shared understanding of problems and solutions. Traditional learning and assessment systems are overwhelmed when it comes to addressing the complex and multi-dimensional problems of professional practice. Problem Based Learning (PBL has been put forward as an alternative to the mere reproduction of knowledge and pre-established patterns, enabling students to develop their own learning strategies to overcome problems in their future professional practice. The challenge is to determine how to assess the acquisition of clinical communication skills. The authors have recommended a summative assessment of clinical communication skills based on the combination of different methods. It highlights the importance of feedback-based formative assessment. This raises the need to develop and validate assessment scales in clinical communication at an undergraduate level. Based on this work, the authors put forward a "fanned out" assessment in terms of clinical communication skills in Medicine degrees, with the use of different instruments in a "spiraled" manner, where the greater the contact with clinical practice in the various degree and integral courses, the greater difficulty experienced, with the participation of all the stakeholders involved (self, hetero and peer assessment without precluding the involvement of patients (real or simulated in the design of assessment instruments.
this essay analyzes and assesses Cambridge English Skills Real Reading 2 from the perspective of communicative approach.The first part analyzes the theoretical basis of the textbook,including the organizational,pragmatic competence.The second part analyzes the syllabus contents.The last part analyzes the material and tasks of it.In summary,Cambridge English Skills Real Reading 2 is mainly communicative textbook from several aspects based on the detailed assessment and explanation.It can be helpful to the designing of reading textbooks.
Swain, Nathaniel Robert; Eadie, Patricia Ann; Prior, Margot Ruth; Reilly, Sheena
Background: Early identification of Autism Spectrum Disorder (ASD) is currently limited by the absence of reliable biological markers for the disorder, as well as the reliability of screening and assessment tools for children aged between 6 and 18 months. Ongoing research has demonstrated the importance of early social communication skills in…
Aydin, Ali Dursun
This study assessed the communication skills of the students studying in physical education and sports schools in various universities in Turkey. A total of 1,854 Physical Education and Sports students in five Turkish universities participated in the study. The instrument used to gather information for this study comprised the demographic…
Langenau, Erik E.; Zhang, Xiuyuan; Roberts, William L.; Andre F. DeChamplain; Boulet, John R.
Background: High stakes medical licensing programs are planning to augment and adapt current examinations to be relevant for a two-decision point model for licensure: entry into supervised practice and entry into unsupervised practice. Therefore, identifying which skills should be assessed at each decision point is critical for informing examination development, and gathering input from residency program directors is important.Methods: Using data from previously developed surveys and expert p...
Rijssen, H.J. van; Schellart, A.J.M.; Anema, J.R.; Boer, W.E.L. de; Beek, A.J. van der
Background Physicians require specific communication skills, because the face-to-face contact with their patients is an important source of information. Although physicians who perform work disability assessments attend some communication-related training courses during their professional education,
Full Text Available We proposed that first year medical students who voluntarily participated in the Healthy Sexuality adolescent program would perform better than their peers on an adolescent counseling station at the year-end OSCE (Objective Structured Clinical Examination. In addition we compared medical students communication skills at the time of the program as assessed by self, peers and participating adolescents. Methods: Nineteen first year medical students voluntarily participated in the ongoing Healthy Sexuality program. Adolescent participants, medical student peer participants and medical students assessed communication components on a 7-point Likert scale at the end of the program. At the year-end OSCE, all first year medical students at the University of Western Ontario were assessed at an adolescent counseling station by a standardized patient (SP and a physician examiner. Statistical analysis examined differences between the two groups. Results: Students who participated in the Healthy Sexuality program did not perform better than their colleagues on the year-end OSCE. A statistically significant correlation between physician examiner and SP evaluations was found (r = 0.62. Adolescent participants communication skills assessments in the Healthy Sexuality Program demonstrated no significant correlation with medical student assessments (self or peer. Conclusions:Voluntary intervention with adolescents did not result in improved communication skills at the structured year-end examination. Further investigation will be directed towards delineating differences between SP and physician examiner assessments.
This diploma thesis concerns the area of self-presentation of a teacher and effective use of his communication skills. The thesis is divided into two parts. The first part is theoretical and presents basic concepts of social communication and defines communication skills essential for effective teaching. The practical part is partly based on the output of a questionnaire survey where the author probes knowledge of communication skills of students of pedagogical faculty and how they evaluate t...
Gross, Sanford M.; Zoltoski, Rebecca K.; Cornick, Michelle L.; Wong, Kenneth K. W.
A self-evaluation of communication skills was administered to approximately 500 optometry students before, during, and after a curriculum intervention to enhance these skills. Findings indicated that the intervention had a modest impact that was differential over the skill categories (interpersonal skills, patient care, interdisciplinary skills,…
Alzheimer ’s Caregiving Tips Changes in Communication Skills Communication is hard for people with Alzheimer’s disease because they have trouble remembering things. They may struggle to find words ...
Background and purpose: Optimizing communication between radiotherapy team members and patients and between colleagues requires training. This study applies a randomized controlled design to assess the efficacy of a 38-h communication skills training program. Material and methods: Four radiotherapy teams were randomly assigned either to a training program or to a waiting list. Team members’ communication skills and their self-efficacy to communicate in the context of an encounter with a simulated patient were the primary endpoints. These encounters were scheduled at the baseline and after training for the training group, and at the baseline and four months later for the waiting list group. Encounters were audiotaped and transcribed. Transcripts were analyzed with content analysis software (LaComm) and by an independent rater. Results: Eighty team members were included in the study. Compared to untrained team members, trained team members used more turns of speech with content oriented toward available resources in the team (relative rate [RR] = 1.38; p = 0.023), more assessment utterances (RR = 1.69; p < 0.001), more empathy (RR = 4.05; p = 0.037), more negotiation (RR = 2.34; p = 0.021) and more emotional words (RR = 1.32; p = 0.030), and their self-efficacy to communicate increased (p = 0.024 and p = 0.008, respectively). Conclusions: The training program was effective in improving team members’ communication skills and their self-efficacy to communicate in the context of an encounter with a simulated patient. Future study should assess the effect of this training program on communication with actual patients and their satisfaction. Moreover a cost-benefit analysis is needed, before implementing such an intensive training program on a broader scale
Cömert, Musa; Zill, Jördis Maria; Christalle, Eva; Dirmaier, Jörg; Härter, Martin; Scholl, Isabelle
Background Teaching and assessment of communication skills have become essential in medical education. The Objective Structured Clinical Examination (OSCE) has been found as an appropriate means to assess communication skills within medical education. Studies have demonstrated the importance of a valid assessment of medical students’ communication skills. Yet, the validity of the performance scores depends fundamentally on the quality of the rating scales used in an OSCE. Thus, this systematic review aimed at providing an overview of existing rating scales, describing their underlying definition of communication skills, determining the methodological quality of psychometric studies and the quality of psychometric properties of the identified rating scales. Methods We conducted a systematic review to identify psychometrically tested rating scales, which have been applied in OSCE settings to assess communication skills of medical students. Our search strategy comprised three databases (EMBASE, PsycINFO, and PubMed), reference tracking and consultation of experts. We included studies that reported psychometric properties of communication skills assessment rating scales used in OSCEs by examiners only. The methodological quality of included studies was assessed using the COnsensus based Standards for the selection of health status Measurement INstruments (COSMIN) checklist. The quality of psychometric properties was evaluated using the quality criteria of Terwee and colleagues. Results Data of twelve studies reporting on eight rating scales on communication skills assessment in OSCEs were included. Five of eight rating scales were explicitly developed based on a specific definition of communication skills. The methodological quality of studies was mainly poor. The psychometric quality of the eight rating scales was mainly intermediate. Discussion Our results reveal that future psychometric evaluation studies focusing on improving the methodological quality are needed
Bo Qu, Yu-hong Zhao, Bao-zhi Sun
Full Text Available Objective: To assess the internal validity and reliability of a multisource feedback (MSF program by China Medical Board for resident physicians in China.Method: Multisource feedback was used to assess professionalism, interpersonal and communication skills. 258 resident physicians were assessed by attending doctors, self-evaluation, resident peers, nurses, office staffs, and patients who completed a sealed questionnaire at 19 hospitals in China. Cronbach's alpha coefficient was used to assess reliability. Validity was assessed by exploratory factor analyses and by profile ratings.Results: 4128 questionnaires were collected from this study. All responses had high internal consistency and reliability (Cronbach's α> 0.90, which suggests that both questions and form data were internally consistent. The exploratory factor analysis with varimax rotation for the evaluators' questionnaires was able to account for 70 to 74% of the total variance.Conclusion: The current MSF assessment tools are internally valid and reliable for assessing resident physician professionalism and interpersonal and communication skills in China.
Anema Johannes R; Schellart Antonius JM; van Rijssen H; de Boer Wout EL; van der Beek Allard J
Abstract Background Physicians require specific communication skills, because the face-to-face contact with their patients is an important source of information. Although physicians who perform work disability assessments attend some communication-related training courses during their professional education, no specialised and evidence-based communication skills training course is available for them. Therefore, the objectives of this study were: 1) to systematically develop a training course ...
Washington Office of the State Superintendent of Public Instruction, Olympia.
Intended for use by both elementary and secondary school teachers, the two papers in this report stress the importance of developing students' oral and written communication skills. The first paper, "Relationship of Oral Communication to Reading," by Phil Backlund and John Johnson, argues that ability in oral communication is a prerequisite to the…
Ryan, C Anthony
Abstract Background A number of recent developments in medical and nursing education have highlighted the importance of communication and consultation skills (CCS). Although such skills are taught in all medical and nursing undergraduate curriculums, there is no comprehensive screening or assessment programme of CCS using professionally trained Standardized Patients Educators (SPE\\'s) in Ireland. This study was designed to test the content, process and acceptability of a screening programme in CCS with Irish medical and nursing students using trained SPE\\'s and a previously validated global rating scale for CCS. Methods Eight tutors from the Schools of Nursing and Medicine at University College Cork were trained in the use of a validated communication skills and attitudes holistic assessment tool. A total of forty six medical students (Year 2 of 5) and sixty four nursing students (Year 2\\/3 of 4) were selected to under go individual CCS assessment by the tutors via an SPE led scenario. Immediate formative feedback was provided by the SPE\\'s for the students. Students who did not pass the assessment were referred for remediation CCS learning. Results Almost three quarters of medical students (33\\/46; 72%) and 81% of nursing students (56\\/64) passed the CCS assessment in both communication and attitudes categories. All nursing students had English as their first language. Nine of thirteen medical students referred for enhanced learning in CCS did not have English as their first language. Conclusions A significant proportion of both medical and nursing students required referral for enhanced training in CCS. Medical students requiring enhanced training were more likely not to have English as a first language.
Full Text Available Abstract Background A number of recent developments in medical and nursing education have highlighted the importance of communication and consultation skills (CCS. Although such skills are taught in all medical and nursing undergraduate curriculums, there is no comprehensive screening or assessment programme of CCS using professionally trained Standardized Patients Educators (SPE's in Ireland. This study was designed to test the content, process and acceptability of a screening programme in CCS with Irish medical and nursing students using trained SPE's and a previously validated global rating scale for CCS. Methods Eight tutors from the Schools of Nursing and Medicine at University College Cork were trained in the use of a validated communication skills and attitudes holistic assessment tool. A total of forty six medical students (Year 2 of 5 and sixty four nursing students (Year 2/3 of 4 were selected to under go individual CCS assessment by the tutors via an SPE led scenario. Immediate formative feedback was provided by the SPE's for the students. Students who did not pass the assessment were referred for remediation CCS learning. Results Almost three quarters of medical students (33/46; 72% and 81% of nursing students (56/64 passed the CCS assessment in both communication and attitudes categories. All nursing students had English as their first language. Nine of thirteen medical students referred for enhanced learning in CCS did not have English as their first language. Conclusions A significant proportion of both medical and nursing students required referral for enhanced training in CCS. Medical students requiring enhanced training were more likely not to have English as a first language.
The purpose of this study is to identify pedagogical formation students’ (teacher candidates’) communication skills based on their perceptions. The study sought answers to the following research question: What are the perceptions of pedagogical formation students (teacher candidates) related to their communication skills? Assessment of pedagogical formation students’ (teacher candidates’) perceptions regarding their communication skills was undertaken through qualitativ...
Jones, Elizabeth A.; RiCharde, Stephen
Faculty, instructional staff, and assessment professionals are interested in student outcomes assessment processes and tools that can be used to improve learning experiences and academic programs. How can students' skills be assessed effectively? What assessments measure skills in communication? Leadership? Information literacy? Quantitative…
Full Text Available Abstract Background Physicians working with multicultural populations need to know how to elicit the patient's understanding of the illness; determine the patient's sociocultural context and identify any issues that might affect care; communicate effectively across patient-provider social and cultural differences; and collaborate effectively with an interpreter. Skills self-assessment can contribute to identifying training needs and monitoring skills development in these areas. Methods As part of a larger study exploring the knowledge, attitudes and practices of Geneva physicians and medical students regarding the care of immigrant patients, we asked respondents to self-rate their ability to perform a range of common yet challenging intercultural communication tasks. Results Overall, respondents rated themselves less competent at intercultural tasks than at basic medical skills and less competent at specific intercultural communication skills than at general intercultural skills. Qualified doctors (as opposed to students, those with greater interest in caring for immigrants, and those who rarely encountered difficulties with immigrants rated themselves significantly more competent for all clinical tasks. Having a higher percentage of immigrant patients and previous cultural competence training predicted greater self-rated intercultural communication skills. Conclusion Our self-assessment results suggest that students and physicians should be provided with the opportunity to practice intercultural skills with immigrant patients as part of their cultural competence training. To strengthen the validity of self-assessment measures, they should ideally be combined with more objective methods to assess actual skills.
Anvik, Tor; Gude, Tore; Grimstad, Hilde; Baerheim, Anders; Fasmer, Ole B.; Hjortdahl, Per; Holen, Are; Risberg, Terje; Vaglum, Per
Background The Communication Skills Attitudes Scale (CSAS) created by Rees, Sheard and Davies and published in 2002 has been a widely used instrument for measuring medical students' attitudes towards learning communication skills. Earlier studies have shown that the CSAS mainly tests two dimensions of attitudes towards communication; positive attitudes (PAS) and negative attitudes (NAS). The objectives of our study are to explore the attitudes of Norwegian medical students ...
Holen Are; Hjortdahl Per; Fasmer Ole B; Baerheim Anders; Grimstad Hilde; Gude Tore; Anvik Tor; Risberg Terje; Vaglum Per
Abstract Background The Communication Skills Attitudes Scale (CSAS) created by Rees, Sheard and Davies and published in 2002 has been a widely used instrument for measuring medical students' attitudes towards learning communication skills. Earlier studies have shown that the CSAS mainly tests two dimensions of attitudes towards communication; positive attitudes (PAS) and negative attitudes (NAS). The objectives of our study are to explore the attitudes of Norwegian medical students towards le...
This bachelor thesis deals with individual factors of communication and basic presentations skills. The theoretical part specifies the basic elements of verbal and non-verbal communication and basic factors connected with preparation and realisation of a presentation. The practical part of the thesis comprises an analysis of impacts of speaker's visual and other communication influences over an audience. The results are applied to a Multimedia Display exhibition taking place during the bachel...
Anema Johannes R
Full Text Available Abstract Background Physicians require specific communication skills, because the face-to-face contact with their patients is an important source of information. Although physicians who perform work disability assessments attend some communication-related training courses during their professional education, no specialised and evidence-based communication skills training course is available for them. Therefore, the objectives of this study were: 1 to systematically develop a training course aimed at improving the communication skills of physicians during work disability assessment interviews with disability claimants, and 2 to plan an evaluation of the training course. Methods A physician-tailored communication skills training course was developed, according to the six steps of the Intervention Mapping protocol. Data were collected from questionnaire studies among physicians and claimants, a focus group study among physicians, a systematic review of the literature, and meetings with various experts. Determinants and performance objectives were formulated. A concept version of the training course was discussed with several experts before the final training course programme was established. The evaluation plan was developed by consulting experts, social insurance physicians, researchers, and policy-makers, and discussing with them the options for evaluation. Results A two-day post-graduate communication skills training course was developed, aimed at improving professional communication during work disability assessment interviews. Special focus was on active teaching strategies, such as practising the skills in role-play. An adoption and implementation plan was formulated, in which the infrastructure of the educational department of the institute that employs the physicians was utilised. Improvement in the skills and knowledge of the physicians who will participate in the training course will be evaluated in a randomised controlled trial
Bollinger, D.J; ボリンジャー, デボラ
Due to shifts in demographics, corporate structure and hiring prac-tices in Japan that have evolved over the past two decades, the current generation of Japanese youth is the first for whom lifelong learning has become a necessity to continued viability in the workplace. A practical approach to English language instruction must ensure that the communication skills that learners acquire in the classroom will be relevant in an increasingly globalized workplace. In order to develop communicative...
Junod Perron, Noelle; Sommer, Johanna; Louis-Simonet, Martine; Nendaz, Mathieu
Communication skills tend to decline with time unless they are regularly recalled and practiced. However, most medical schools still deliver clinical communication training only during pre-clinical years although the clinical environment is considered to be ideal for acquiring and teaching clinical communication. The aim of this article is to review the barriers that prevent communication skills teaching and training from occurring in clinical practice and describe strategies that may help enhance such activities. Barriers occur at several levels: students, junior doctors and clinical supervisors sometimes have negative attitudes towards communication training; structured training in communication skills is often insufficient; clinical supervisors behave as poor role models and lack effective communication and teaching skills; finally, there are organisational constraints such as lack of time, competing priorities, weak hierarchy support and lack of positive incentives for using, training or teaching good communication skills in clinical practice. Given the difficulty of assessing transfer of communication skills in practice, only few studies describe successful educational interventions. In order to optimise communication skills learning in practice, there is need to: (1.) modify the climate and structure of the working environment so that that use, training and teaching of good communication skills in clinical practice becomes valued, supported and rewarded; (2.) extend communication skills training to any field of medicine; (3.) provide regular structured trainings and tailor them to trainees' needs. Practical implications of such findings are discussed at the end of this review. PMID:25664624
Joel M. Magogwe; Leonard B. M. Nkosana; Beauty B. Ntereke
Employers in today’s competitive and challenging global world prefer employees who possess “soft skills” inaddition to “hard skills” because they make an impact and create a good impression in the workplace. This studyexamined employment readiness of the University of Botswana (UB) students who took the AdvancedCommunication Skills (GEC 213) course in 2013. It also explored their perceptions on the importance of these skills.A triangulation approach was used involving a survey and interview t...
Cheon, Jongpil; Grant, Michael
The website "Active Listening" was developed within a larger project--"Interactive Web-based training in the subtleties of communication and active listening skill development." The Active Listening site aims to provide beginning counseling psychology students with didactic and experimental learning activities and interactive tests so that…
Rahim, Suzana Ab.; Tazijan, Farina
There is a need to expose the learners in the hospitality industry to real workplace requirement in terms of communication skills. In view of its importance, human resource managers, researchers and educators in the field of hospitality management or the hotel practitioners have to pay more serious attention to it. Thus, it is pertinent that both…
Hyvarinen, Marja-Leena; Tanskanen, Paavo; Katajavuori, Nina; Isotalus, Pekka
One central task in higher education is to provide students with interpersonal communication competence in their profession. To achieve this, specialised training, based on an understanding of disciplinary communication practices and appropriate assessment methods, is needed. However, there is a lack of reliable assessment instruments which are…
Jagdish Prasad Agrawal
Full Text Available Introduction The main objective of this study was to assess the level of interpersonal communication skills of MD/MS resident doctors and to provide recommendations for the future. Methods Descriptive, cross sectional, qualitative and quantitative research design was used. 7- point Likert scale (0 to 6 MAAS-Global scoring instrument was used. The subjects of the research were the MD/MS residents from various departments of Maharajgunj Medical Campus (MMC of Institute of Medicine, Maharajgunj, Kathmandu. Out of 162 MD/MS residents, only 30 (18.5% MD/MS residents were selected for the sample size for the study from 1st, 2nd and 3rd year. One MD/MS resident was required four video recording to conduct four interviews with patients coming to the outpatient department. Results There was high degree of positive correlation between Information sharing and Management (r=0.746 whereas weak negative correlation on clarification and diagnosis (r=-0.011. Inter-rater correlation was established before hand and was satisfactory (p < 0.05. Conclusions This base line study of MD/MS residents shows that over all MD/MS residents are deficient in almost all the components of interpersonal communication skills. A communication skills training course in postgraduate medical education could improve the existing communication skills of the doctors in Nepal.
Purpose: There is a lack of data for the structured development and evaluation of communication skills in radiation oncology residency training programs. Effective communication skills are increasingly emphasized by the Accreditation Council for Graduate Medical Education and are critical for a successful clinical practice. We present the design of a novel, pilot standardized patient (SP) program and the evaluation of communication skills among radiation oncology residents. Methods and Materials: Two case scenarios were developed to challenge residents in the delivery of “bad news” to patients: one scenario regarding treatment failure and the other regarding change in treatment plan. Eleven radiation oncology residents paired with 6 faculty participated in this pilot program. Each encounter was scored by the SPs, observing faculty, and residents themselves based on the Kalamazoo guidelines. Results: Overall resident performance ratings were “good” to “excellent,” with faculty assigning statistically significant higher scores and residents assigning lower scores. We found inconsistent inter rater agreement among faculty, residents, and SPs. SP feedback was also valuable in identifying areas of improvement, including more collaborative decision making and less use of medical jargon. Conclusions: The program was well received by residents and faculty and regarded as a valuable educational experience that could be used as an annual feedback tool. Poor inter rater agreement suggests a need for residents and faculty physicians to better calibrate their evaluations to true patient perceptions. High scores from faculty members substantiate the concern that resident evaluations are generally positive and nondiscriminating. Faculty should be encouraged to provide honest and critical feedback to hone residents' interpersonal skills
Ju, Melody [Perelman School of Medicine, University of Pennsylvania, Philadelphia, Pennsylvania (United States); Berman, Abigail T. [Department of Radiation Oncology, University of Pennsylvania, Philadelphia, Pennsylvania (United States); Hwang, Wei-Ting [Department of Biostatistics and Epidemiology, University of Pennsylvania, Philadelphia, Pennsylvania (United States); LaMarra, Denise [Perelman School of Medicine, University of Pennsylvania, Philadelphia, Pennsylvania (United States); Baffic, Cordelia; Suneja, Gita [Department of Radiation Oncology, University of Pennsylvania, Philadelphia, Pennsylvania (United States); Vapiwala, Neha, E-mail: Neha.Vapiwala@uphs.upenn.edu [Department of Radiation Oncology, University of Pennsylvania, Philadelphia, Pennsylvania (United States)
Purpose: There is a lack of data for the structured development and evaluation of communication skills in radiation oncology residency training programs. Effective communication skills are increasingly emphasized by the Accreditation Council for Graduate Medical Education and are critical for a successful clinical practice. We present the design of a novel, pilot standardized patient (SP) program and the evaluation of communication skills among radiation oncology residents. Methods and Materials: Two case scenarios were developed to challenge residents in the delivery of “bad news” to patients: one scenario regarding treatment failure and the other regarding change in treatment plan. Eleven radiation oncology residents paired with 6 faculty participated in this pilot program. Each encounter was scored by the SPs, observing faculty, and residents themselves based on the Kalamazoo guidelines. Results: Overall resident performance ratings were “good” to “excellent,” with faculty assigning statistically significant higher scores and residents assigning lower scores. We found inconsistent inter rater agreement among faculty, residents, and SPs. SP feedback was also valuable in identifying areas of improvement, including more collaborative decision making and less use of medical jargon. Conclusions: The program was well received by residents and faculty and regarded as a valuable educational experience that could be used as an annual feedback tool. Poor inter rater agreement suggests a need for residents and faculty physicians to better calibrate their evaluations to true patient perceptions. High scores from faculty members substantiate the concern that resident evaluations are generally positive and nondiscriminating. Faculty should be encouraged to provide honest and critical feedback to hone residents' interpersonal skills.
Jagdish Prasad Agrawal; Mandira Shahi
Introduction The main objective of this study was to assess the level of interpersonal communication skills of MD/MS resident doctors and to provide recommendations for the future. Methods Descriptive, cross sectional, qualitative and quantitative research design was used. 7- point Likert scale (0 to 6) MAAS-Global scoring instrument was used. The subjects of the research were the MD/MS residents from various departments of Maharajgunj Medical Campus (MMC) of Institute of Medicine, Maharajgu...
Zaharatul Akmar Ahmad Zainuddin
Full Text Available Every year polytechnics in Malaysia produce thousands of graduates in vocational areas, however, these graduates have to strive in a competitive job market against graduates from other tertiary institutions. This study aims to investigate polytechnic students efficacy on their communication skills. These skills are crucial in determining their chances for employment and would also enable them to perform effectively at workplace. Final semester students from Politeknik Sultan Salahuddin Abdul Aziz Shah (n=120 were asked to assess their own communication skills ability using the Communication Skills self-assessment questionnaire. Findings indicate that polytechnic students are quite confident in their ability to communicate effectively at workplace and job interviews. However, interviews with potential employers indicate differently. Implications of the study include a call for the evaluation of the English proficiency courses currently being implemented in Malaysian polytechnics.
Shaw, Jane R; Barley, Gwyn E; Broadfoot, Kirsti; Hill, Ashley E; Roter, Debra L
OBJECTIVE To evaluate veterinarian-client communication and veterinarian and client satisfaction with veterinary visits before and after veterinarians underwent a 6-month communication skills training program in a practice setting. DESIGN Case-based pretest-posttest intervention study. SAMPLE 1 purposely selected companion-animal practice. PROCEDURES The practice team (3 veterinarians, 5 veterinary technicians, 1 receptionist, and 1 office manager) participated in a 6-month educational program (intervention) that included interactive communication modules, individual coaching, and a communication laboratory. For each of the veterinarians, 6 appointments were video recorded and 30 additional clients completed a visit satisfaction survey both before and after the intervention. The Roter interaction analysis system was used to analyze the video-recorded appointments. RESULTS After the intervention, appointments were 5.4 minutes longer and veterinarians asked 60% fewer closed-ended lifestyle-social questions, provided 1.4 times as much biomedically related client education, and used 1.5 and 1.25 times as much facilitative and emotional rapport communication, respectively, compared with before the intervention. Clients provided veterinarians with 1.3 times as much biomedically related information and engaged in twice as much social conversation. After the intervention, veterinarians perceived their clients as complaining less and being more personable and trusting, and clients felt more involved in the appointment and reported that the veterinarian expressed greater interest in their opinion. CONCLUSIONS AND CLINICAL RELEVANCE Results indicated that the intervention resulted in veterinarians who spent more time educating and building rapport with their clients and facilitating client input in an unhurried environment, which enhanced overall veterinarian visit satisfaction and various aspects of client visit satisfaction. PMID:27479287
A pilot training program in communication skills, listening, conflict solving, and task orientation, for a small but growing commuter airline is discussed. The interactions between pilots and management, and communication among crew members are examined. Methods for improvement of cockpit behavior management personnel relations are investigated.
Pezzella, Alfonso; Foley, Laura; Connell, Sandra; Papadopoulos, Irena
Aims The aim of this tool is to develop your understanding of culture, and the need for awareness in intercultural communication. You will be engaged in learning through reflection, knowledge acquisition and practical activities. Learning outcomes When you have worked through this tool, you will be able to: • Articulate the need for the focus on intercultural communication in current nursing practice; • Discuss the theoretical underpinnings of intercultural communication, a...
@@ 1. Introduction Isn't communication the sole purpose of teaching and learning a language? The answer to this question in most societies appears to be NO. Languages are taught and learnt for a series of reasons, short-term goals such as examination success, long-term goals such as improved career opportunities. Actual communication seems to be a side issue.
Hawken, Susan J.; Henning, Marcus A.
The skill of communication is one of the foundation stones of medical practice and profoundly influences patient-care and health outcomes. The importance of teaching, assessing, and learning communication skills in undergraduate medical education is supported by the literature, as is continually addressing these skills in continuing medical education practice. The following article explores the innovative nature of a communication skills examination and feedback from medical students early in...
Jørgensen, Merete; Witt, Klaus; Fridorff-Jens, Peter Kindt
19729 Abstract Title: Enhancing undergraduate students communications skills Abstract Authors: •Merete Jorgensen, Copenhagen University , Family Medicine , Copenhagen •Klaus Witt, Research Unit , Family Medicine , Copenhagen •Peter Kindt Fridorff-Jens, Copenhagen University , IT-unit , Copenhagen...... Hergert,Corinna Kröger,Monika Bullinger,Matthias Rose, Sylke Andreas.Enhancing medical students' communication skills: development and evaluation of an undergraduate training program.Published online 2012 March 24. doi: 10.1186/1472-6920-12-16 2.William T. Branch, Jr, MD; David Kern, MD; Paul Haidet, MD...... the Consultation Logic (CL) and Consultation Analysis (CA), based on the Patient-Centred Consultation. To investigate the effect of various teaching methods in communication skills we have developed a scientific tool (DanSCORE) based on CL and CA to measure the students analysing ability Summary of...
Uys, Kitty; Alant, Erna
The purpose of this article is to describe the processes followed to develop an authentic, reliable and valid play-based assessment of communication-related behaviours in young children with severe disabilities. The Daily Multiple Measurement Instrument (DMMI) was developed to be used based on an intervention package of play activities. The…
DiMartino, Joe; Castaneda, Andrea
A recent employer survey sponsored by the Partnership for 21st Century Skills found that the skills new job entrants most need for success in the workplace--oral and written communication, time management, critical thinking, problem solving, personal accountability, and the ability to work effectively with others--are the areas in which recent…
Ali Labaf; Kazem Jamali; Mohammad Jalili; Baradaran, Hamid R.; Parisa Eizadi
To evaluate the effect of frequent feedback on residents' communication skills as measured by a standardized checklist. Five medical students were recruited in order to assess twelve emergency medicine residents' communication skills during a one-year period. Students employed a modified checklist based on Calgary-Cambridge observation guide. The checklist was designed by faculty members of Tehran University of Medical Science, used for assessment of students' communication skills. 24 items f...
Full Text Available When established communication systems cannot be used, people rapidly create novel systems to modify the mental state of another agent according to their intentions. However, there are dramatic inter-individual differences in the implementation of this human competence for communicative innovation. Here we characterize psychological sources of inter-individual variability in the ability to build a shared communication system from scratch. We consider two potential sources of variability in communicative skills. Cognitive traits of two individuals could independently influence their joint ability to establish a communication system. Another possibility is that the overlap between those individual traits influences the communicative performance of a dyad. We assess these possibilities by quantifying the relationship between cognitive traits and behavior of communicating dyads. Cognitive traits were assessed with psychometric scores quantifying cooperative attitudes and fluid intelligence. Competence for implementing successful communicative innovations was assessed by using a non-verbal communicative task. Individual capacities influence communicative success when communicative innovations are generated. Dyadic similarities and individual traits modulate the type of communicative strategy chosen. The ability to establish novel communicative actions was influenced by a combination of the communicator’s ability to understand intentions and the addressee’s ability to recognize patterns. Communicative pairs with comparable systemizing abilities or behavioral inhibition were more likely to explore the search space of possible communicative strategies by systematically adding new communicative behaviors to those already available. No individual psychometric measure seemed predominantly responsible for communicative success. These findings support the notion that the human ability for fast communicative innovations represents a special type of
Communication within oncology is a core clinical skill but one in which few oncologists or specialist cancer nurses have received much formal training. Inadequate communication may cause much distress for patients and their families, who often want considerably more information than is usually provided. Many patients leave consultations unsure about the diagnosis and prognosis, confused about the meaning of--and need for-further diagnostic tests, unclear about the management plan and uncertain about the true therapeutic intent of treatment. Additionally, communication difficulties may impede the recruitment of patients to clinical trials, delaying the introduction of efficacious new treatments into clinics
Ashwini A. Rodrigues
Professionals who communicate effectively and confidently go further faster in their careers than those who don’t. Today more than ever, top-notch communication skills are an absolute must if you want to get ahead professionally. It is evident that successful women executives possess good communication skills. Among the various managerial and business skills, effective communication skills plays a vital role towards success achievement of women executives.
The reason that an improvement in the quality of technical writing is still needed in the classroom is due to the fact that universities are facing challenging problems not only on the technological front but also on the socio-economic front. The universities are actively responding to the changes that are taking place in the global consumer marketplace. Obviously, there are numerous benefits of promoting strong written communication skills. They can be summarized into the following six categories. First, and perhaps the most important: The University achieves learner satisfaction. The learner has documented verbally, that the necessary knowledge has been successfully acquired. This results in learner loyalty that in turn will attract more qualified learners.Second, quality communication lowers the cost per pupil, consequently resulting in increased productivity backed by a stronger economic structure and forecast. Third, quality communications help to improve the cash flow and cash reserves of the university. Fourth, having high quality communication enables the university to justify the need for high costs of tuition and fees. Fifth, better quality in written communication skills result in attracting top-quality learners. This will lead to happier and satisfied learners, not to mention greater prosperity for the university as a whole. Sixth, quality written communication skills result in reduced complaints, thus meaning fewer hours spent on answering or correcting the situation. The University faculty and staff are thus able to devote more time on scholarly activities, meaningful research and productive community service. References Boyer, Ernest L. (1990). Scholarship reconsidered: Priorities of the Professorate.Princeton, NJ: Carnegie Foundation for the Advancement of Teaching. Hawkins, P., & Winter, J. (1997). Mastering change: Learning the lessons of the enterprise.London: Department for Education and Employment. Buzzel, Robert D., and Bradley T. Gale. (1987
von Lengerke, Thomas; Kursch, Angelika; Lange, Karin; ,
In the model medical curriculum HannibaL at Hannover Medical School (MHH, Hannover, Germany), communication skills in taking case histories and disclosing diagnoses (breaking bad news) are assessed through an objective structured clinical examination (OSCE). This is part of the examinations which at the MHH represent the equivalent to the First Part of the Medical Examinations. The second year doctor-patient communication course preparing for these examinations was evaluated during the 2009/1...
Gude, Tore; Grimstad, Hilde; Holen, Are; Anvik, Tor; Baerheim, Anders; Fasmer, Ole Bernt; Hjortdahl, Per; Vaglum, Per Jørgen Wiggen
Background: In medical education, teaching methods offering intensive practice without high utilization of faculty resources are needed. We investigated whether simulated patients’ (SPs’) satisfaction with a consultation could predict professional observers’ assessment of young doctors’ communication skills. Methods: This was a comparative cross-sectional study of 62 videotaped consultations in a general practice setting with young doctors who were finishing their internship. The ...
Gude, T.; Grimstad, H.; Holen, A; Anvik, T.; Baerheim, A; Fasmer, O. B.; Hjortdahl, P.; Vaglum, P.
Background In medical education, teaching methods offering intensive practice without high utilization of faculty resources are needed. We investigated whether simulated patients’ (SPs’) satisfaction with a consultation could predict professional observers’ assessment of young doctors’ communication skills. Methods This was a comparative cross-sectional study of 62 videotaped consultations in a genera...
This document contains four papers from a symposium on assessing employee skills. "Bridging the Training Gap: Identifying Work Place Transferable Skills Needs in Manufacturing Organizations in East Central Minnesota" (K. Peter Kuchinke, James M. Brown, Howie Anderson, Joe Hobson) reports a study of a workplace education program in rural Minnesota…
Full Text Available The aim of this study is to compare patients with Asperger syndrome (AS and control participants on social cognition tasks and communication skills. Twenty young adults were assessed in three social cognition domains; recognition of basic emotions, recognition of complex emotions and Theory of Mind (ToM. In addition participants completed a self-report questionnaire as a measure of social communication skills. The results indicate that adults with AS perform below neurotypical control participants in emotion processing, ToM and communication skills. There were no significant correlations between the variables of social cognition and communication skills in the group of AS. Taken together, results suggest that people with a diagnosis of AS present a deficit in ToM and emotional processing as well as in communication skills. However, it was not possible to identify a significant association between the variables of social cognition and communication skills.
Asemanyi, Abena Abokoma
This study was done to find out the factors that account for the poor performances of students and to find out ways of improving the teaching and learning of the Communication Skills course at the University of Education, Winneba. The research also had an aim of bringing to light suggestions and recommendations on how to improve the teaching and…
Bebko, James M.; Calderon, Rosemary; Treder, Robert
Two studies investigated the developmental trends and concurrent validity of the Language Proficiency Profile-2 (LPP-2), a measure of language and communication skills for deaf children. Results indicate that the LPP-2 has good utility not only as a measure of overall language development but also as a predictor of achievement for English language…
Fogelberg, Katherine; Farnsworth, Charles C
Client communication skills and professional ethics are areas that have received much attention in veterinary education in recent years. The objectives of this study were to: i) establish the confidence level of faculty teaching in three veterinary schools with regard to their client communication skills, ii) establish a baseline of professional ethics indicators in the same faculty, and iii) compare veterinary students of all levels to faculty in both areas. Students and faculty received identical questionnaires, including statements addressing client communication skills and professional ethics. The results indicate that students are generally comfortable with their communication skills, except in the areas of visual and/or audio aid use, handling emotional clients, and discussing costs of care and payment. Faculty were more comfortable than students in all areas of client communication, although they also had low confidence when dealing with costs of care and payment. Ethically, students and faculty answered similarly. Faculty showed a stronger belief that people are basically honest and ethical, but both cohorts responded similarly when asked about reporting an ethical violation admitted to them by their best friend. Further research is needed to determine whether students are communicating as effectively as they believe they are, with particular attention paid to improving communications with emotional clients and the business aspects of veterinary medicine. Additional work is needed to ensure that veterinary students are learning how to cope with ethical issues objectively. This may begin by ensuring that faculty are teaching and, more importantly, modeling these behaviors during the clinical year(s). PMID:20054081
Saadat Marhamati; Mitra Amini; Houri Mousavinezhad; Parisa Nabeiei
Introduction: Evaluation of nurse-patient communication skills have been strongly emphasized in order to ensure the possibility of effective communication as well as assessment of the effect of communication skills training programs. Reaching this goal requires the use of standard instruments which is based on the native culture of the target group. Due to the absence of native instruments in this field, the aim of this study was to design and assess the validity and reliability of interperso...
Ak, Mehmet; Cinar, Orhan; Sutcigil, Levent; Congologlu, Emel Dovyap; Haciomeroglu, Bikem; Canbaz, Hayri; Yaprak, Hulya; Jay, Loni; Ozmenler, Kamil Nahit
Objective: To determine the effects of a communication skills training program on emergency nurses and patient satisfaction. Methods: Sixteen emergency nurses attended a 6-week psychoeducation program that was intended to improve their communication skills. The first 3 sessions of the psychoeducation program consisted of theoretical education on empathy and communication. Other sessions covered awareness, active communication, and empathic skills on a cognitive behavioral basis using discussi...
Sargeant, Joan; MacLeod, Tanya; Murray, Anne
Introduction: Recent research suggests that effective interprofessional communication and collaboration can positively influence patient satisfaction and outcomes. Health professional communication skills do not necessarily improve over time but can improve with formal communication skills training (CST). This article describes the development,…
Walsko, Gregory M.
The purpose of this instrument is to supplement data from the Adult Basic Learning Examination in assessing the functional level of adults in daily situations. It may also be used as a teaching tool for adults requesting tutoring in specific concepts and skills presented in the instrument. This instrument is an informal assessment instrument and…
Ali M. Al-Bahi; Mahmoud A. Taha; Nedim Turkmen
Engineering students are required to have, by the time of graduation, a set of professional skills related to teamwork, oral and written communications, impact of engineering solutions, life-long learning, and knowledge of contemporary issues. Teaching and assessment of these skills, as part of ABET accreditation, remains problematic. A systematic methodology to integrate these skills and their assessment in the curriculum is described. The method was recently applied in several engineering p...
Коваленко, Ольга Олександрівна
Culture of the professional communication is the basis of the professional activity. It is spoken about the process of formation of the professional communication culture, where communication, professionalism of the communication are foundation of it in personal oriented studying by means of creative technologies; examined about peculiarities, and defined conditions of formation of professional oral skills culture of future aviation specialists.
Maatta, Sira; Laakso, Marja-Leena; Tolvanen, Asko; Ahonen, Timo; Aro, Tuija
Purpose: This study focused on developmental trajectories of prelinguistic communication skills and their connections to later parent-reported language difficulties. Method: The participants represent a subset of a community-based sample of 508 children. Data include parent reports of prelinguistic communication skills at 12, 15, 18, and 21 months…
Maruntelu Carmen-Liliana; Dumitrascu Elena
The professional profile of a modern qualified economist should include welldeveloped communication skills and high foreign language proficiency to help him achieve success in the modern highly competitive global work arena. In the process of educating future economists special emphasis on Language for Business becomes necessary. Economic graduates require an ever-increasing range of skills to maintain relevance with the global environment of the new millennium. Communication skills are a vit...
Lloyd, Julian; Lieven, Elena; Arnold, Paul
This paper focuses on the oral referential communication skills of hearing-impaired (HI) children. A task based on that used with language impaired children by Leinonen and Letts (1997) was used to assess the speaking and listening skills of 20 HI children (mean age=10;2 years; mean better ear average hearing loss=88.85 dBHL). Their performance…
Branet Partric; Yasar Albushra Ahmed
Communication is an essential skill in the armory of any worker in the health field. It is an integral part of the skills required, not only in medical doctors, but in all health workers. Communication is more than history taking; it includes all methods of interaction with patients, patient's relatives, members of the health care team, and the public. Many studies stressed that the main complaints of patients are related to communication problems and not to clinical competency. This has cont...
Thonney, Teresa; Montgomery, Joe C.
This article relates the efforts of faculty at one community college to define standards for achievement of two SLOs (critical thinking and effective communication) and to gather and analyze evidence of how well students meet those standards. Faculty from 13 disciplines assessed writing samples from 265 students. We found that, in general,…
Kerr, W. J.; Murray, R. E. G.; Moore, B. D.; Nonhebel, D. C.
Positive feedback and evaluations were provided by students, graduates, academic staff in the department, and industrial contacts and employers. The funding council (Scottish Higher Education Funding Council), in the report on the Teaching Quality Assessment visit, identified this communication skills package as one of the Department's strengths in teaching. These positive evaluations suggest that the package is an effective means of developing the communication skills of students in chemistry.
Smart, Karl L.; Featheringham, Richard
Regardless of the content specialty--from accounting to information systems to finance--employers view effective communication as critical to an individual's success in today's competitive workplace. Most business degree programs require a business communication course to help students develop communication skills needed both in getting a job and…
T. Osman MUTLU
Full Text Available Communication and emphaty are an important dimension of tennis player and these skills should be developed in students and young tennis player. In this study, we aimed to determi ne the communication skills and emphatic tendency of student tennis players. Data were collected with 115 student tennis players who participated in university sport games championships. In this study, three instruments were used: Personal Knowledge Form, Communication Skills Assessing Scale (Korkut, 1996, and Emphatic Tendency Scale (Dökmen, 1988. In order to demonstrate the reliability of the scales to test the reliability of communication skills as a result of the scale, Cronbach's alpha value of 0.784 , the Cronbach alpha coefficient of empathic tendency scale was found to be 0.816. Accordingly, it can be said that the high reliability of the scales. The data sets analysed by independent samples t - test, one way ANOVA and correlation analyses. The result s showed that communication skills of the student tennis players were higher and the emphaty tendencies of the student tennis players were lower according to relevant literature. Communication skills and emphaty tendencies of the student tennis players wer e not statically significant according to ages, genders and departments of them. The correlation between The communication skills and emphaty tendencies of the student tennis players were positive and statically significant.
Rasul, Mohamad Sattar; Rauf, Rose Amnah Abd; Mansor, Azlin Norhaini; Puvanasvaran, A. P.
Research nationally and internationally found that technical graduates are lacking in employability skills. As employability skills are crucial in outcome-based education, the main goal of this research is to develop an Employability Skill Assessment Tool to help students and lecturers produce competent graduates in employability skills needed by…
R.L. Hulsman; A.B. Harmsen; M. Fabriek
Objective: Acquisition of effective, goal-oriented communication skills requires both practicing skills and reflective thinking. Reflection is a cyclic process of perceiving and analysing communication behaviour in terms of goals and effects and designing improved actions. Based on Korthagen's ALACT
Susan J. Hawken
Full Text Available The skill of communication is one of the foundation stones of medical practice and profoundly influences patient-care and health outcomes. The importance of teaching, assessing, and learning communication skills in undergraduate medical education is supported by the literature, as is continually addressing these skills in continuing medical education practice. The following article explores the innovative nature of a communication skills examination and feedback from medical students early in their clinical training in relation to a communication skills examination process. This process comprises a learning cycle of preparation, experience, self-appraisal, and examiner feedback. A total of 125 students provided feedback on this examination process by responding to four items related to this communication skills examination. The evaluation statistics showed that students responded favourably to the usefulness of the examination showing that all four domains are integral to the examination process. This communication skills examination process with its learning activities is effective on several levels as it provides a summative grade that can be used as a measure for competency and it creates a significant impact on learning.
Hatice Kumcağız; Müge Yılmaz; Seher Balcı Çelik; İlknur Aydın Avcı
The aim of this study was to investigate communication skills of nurses with different variables in Samsun province. This study is planned in a descriptive and a cross-sectional manner.Materials and methods: This study includes 741 nurses working at different hospitals in Samsun. These participants were asked to complete “Personal Information Form” and “Communication Skills Scale” questionnaires. The data analysis methods used in the study were percentage distribution, t-test, one-way varianc...
Shane A. Gordon; Garrud, Paul
In 1993 the General Medical Council (GMC) published Tomorrow's Doctors, a set of recommendations for medical education. Much of this document was concerned with the training of communication skills and how this could be improved. This recommendation follows decades of evidence about the importance of communication from many widely respected medical teachers from every discipline: Doctors can discharge (their) important tasks effectively only if they possess the relevant skills. Unfortunately,...
Braungart-Bloom, Diane S.
This paper reports on the New Jersey State Department of Education's research process for developing a scoring rubric that assesses test objectives and higher order thinking skills through writing. New Jersey's statewide assessment program includes a written essay portion to test students' ability to write on a given topic and communicate an…
Ali M. Al-Bahi
Full Text Available Engineering students are required to have, by the time of graduation, a set of professional skills related to teamwork, oral and written communications, impact of engineering solutions, life-long learning, and knowledge of contemporary issues. Teaching and assessment of these skills, as part of ABET accreditation, remains problematic. A systematic methodology to integrate these skills and their assessment in the curriculum is described. The method was recently applied in several engineering programs and proved to be efficient in generating data and evidences for evaluation and continuous improvement of these outcomes.
Venkatesh; Soundariya; Deepika
: BACKGROUND: Effective physician – patient communication is very important to positive health outcomes. Assessment of attitude of medical students towards learning communication skills may help medical educators to devise effective plans to orient the students towards learning communication skills. Owing to the scarcity of data in Indian context, the present study aimed to assess the attitude of medical students towards learning communication skills at a private medical c...
Doherty, Eva M; O'Boyle, Ciaran; Shannon, William; McGee, Hannah; Bury, Gerard
Good communication with patients is now recognised as the cornerstone in effective medical practice. Medical students do not automatically acquire the art of good communication through clinical training. A new course to promote the development of communication skills at undergraduate level is described. The course was provided at the juncture between pre-clinical and clinical training. Course evaluation illustrated the value of the course as perceived by students themselves and highlighted th...
Higher Education Council of Turkey has added a one term course named as “Effective Communication Skills” to the curriculum since 2006 in Foreign Language Education Departments because of the crucial importance of communication in the information society. In order to test the effectiveness of this course, a research project was developed by looking at the pre-and post course interviews conducted with first year teacher trainees about communication skills compared with the fourth year students’...
Simmons, Elizabeth H.
This talk will discuss how faculty can help graduate students (and even postdocs) improve non-technical professional skills required for success in scientific careers. Examples to be covered will include a) planning and delivering high-quality presentations b) listening critically to others' presentations c) writing grant proposals, cover letters, and CV's d) reviewing manuscripts and responding to referee reports. The faculty member(s) involved must be prepared to project a welcoming attitude, to convey the importance of these skills, and to make a consistent investment of time.
A PROGRAM IN BEGINNING READING AND LISTENING SKILLS, INCLUDING COMPREHENSION OF WRITTEN AND SPOKEN LANGUAGE, IS DESCRIBED. THE PROGRAM IS DESIGNED TO ACCOMPLISH CLEARLY DEFINED INSTRUCTIONAL GOALS AND IS CONSTANTLY EVALUATED AND REVISED IN LIGHT OF ACTUAL CLASSROOM EXPERIENCE. INDIVIDUALS FROM REGIONAL EDUCATIONAL AGENCIES, UNIVERSITIES, AND…
Spanager, Lene; Konge, Lars; Dieckmann, Peter;
BACKGROUND: Trainee surgeons would benefit from regular, formative assessments to ensure they learn the nontechnical aspects of surgical performance. Non-Technical Skills for Surgeons in Denmark (NOTSSdk) is a tool to assess surgeons' nontechnical skills (NTS) during an operation. The aims of this...
Leung, Kai-Kuen; Wang, Wei-Dan; Chen, Yen-Yuan
There is a lack of information on the use of multi-source evaluation to assess trainees' interpersonal and communication skills in Oriental settings. This study is conducted to assess the reliability and applicability of assessing the interpersonal and communication skills of family medicine residents by patients, peer residents, nurses, and…
Kumcağız, Hatice; Yılmaz, Müge; Çelik, Seher Balcı; Avcı, İlknur Aydın
Objectives: The aim of this study was to investigate communication skills of nurses with different variables in Samsun province. This study is planned in a descriptive and a cross-sectional manner. Materials and methods: This study includes 741 nurses working at different hospitals in Samsun. These participants were asked to complete âPersonal Information Formâ and âCommunication Skills Scaleâ questionnaires. The data analysis methods used in the study were percentage distribution...
Shendurnikar, Niranjan; Thakkar, Pareshkumar A
Every pediatrician would want to satisfy their patients and their parents to sustain good practice, earn name and fame and simultaneously to avoid litigation in this era of consumer protection act. This can be achieved only by use of good communication skills. Today the patients demand time, information and want their questions to be answered. They expect politeness, empathy and human touch from doctors. Time constraints, arrogance, telephone calls, language barriers and cultural insensitivity are the important barriers to good communication. Research has shown that doctor, who undergoes training to acquire good communication skills, can better satisfy his patients. Good communication skill is an art which can be acquired or improved by putting conscious efforts in day to day practice. Such skills should also be incorporated as part of medical teaching curriculum. Asking open ended questions, effective listening, appropriate praise, providing enough information as part of advice and finally checking their understanding, are the key areas of communication during medical interview. During this process pediatrician should ensure to address the parental concerns, should empathize with parents and involve parents in decision making. This will not only ensure satisfaction of parents but also their adherence to the therapy and to the pediatrician. PMID:23378053
This is an encore presentation of what was presented at the 2012 AGU International Conference. It was entitled: 'ASSESSING CORE COMPETENCIES.' The poster presentation, however, has been redesigned and reorganized with new, revised perspectives. The importance of ASSESSMENT principles has been emphasized. Catherine Palomba and Trudy Banta offer the following definition of assessment, adapted from one provided by Marchese in 1987. Assessment is the systematic collection, review, and use of information about educational programs undertaken for the purpose of improving student learning and development. (Palomba and Banta 1999). Educational institutions are committing substantial resources to the establishment of dedicated technology-based laboratories, so that they will be able to accommodate and fulfill students' desire to master certain of these specific skills. This type of technology-based instruction may raise some fundamental questions about the core competencies of the student learner. Some of the most important questions are : 1. Is the utilization of these fast high-powered computers and user-friendly software programs creating a totally non-challenging instructional environment for the student learner ? 2. Can technology itself all too easily overshadow the learning outcomes intended ? 3. Are the educational institutions simply training students how to use technology rather than educating them in the appropriate field ? 4. Are we still teaching content-driven courses and analysis oriented subject matter ? 5. Are these sophisticated modern era technologies contributing to a decline in the Critical Thinking Capabilities of the 21st century technology-savvy students ? The author tries to focus on technology as a tool and not on the technology itself. He further argues that students must demonstrate that they have the have the ability to think critically before they make an attempt to use technology in a chosen application-specific environment. The author further
Delaherche, Emilie; Chetouani, Mohamed; Bigouret, Fabienne; Xavier, Jean; Plaza, Monique; Cohen, David
To cooperate with a partner, it is essential to communicate by sharing information through all available avenues, including hand gestures, gazes, head gestures and naturally, speech. In this paper, we compare the communicative and coordination skills of children with typical development to those of children with Autism Spectrum Disorders (ASDs) in…
Burke, Lynsey A.; Williams, Joanne M.
This paper is linked to a previous paper outlining an evaluation of a thinking skills intervention (Burke & Williams, 2008). Following extensive requests for the assessment tools used in the intervention, this short paper presents the development and potential uses of two thinking skills assessment tools. The aim of the paper is simply to make…
Lawrence, Carolena Lyons
Explores communication technology as an instructional tool in relationship to quality of interaction, individual productivity, group productivity, and satisfaction with the learning environment. Discusses collaborative learning skills and examines differences in graduate students' perception using groupware versus face-to-face learning.…
The present thesis touches upon the problem of how to identify children at risk of developing reading disorders as early as possible, even before learning to read. Early detection of deficits in the area is of great importance, since it enables us to take one step closer in dealing successfully with problems concerning reading by preventive trainings and development of preliteracy skills. Appropriate training cannot be evolved without proper estimates of deficits in preliteracy skills. The...
This paper describes a workshop in communication and public speaking skills recently conducted for a group of public officials whose responsibilities include presenting risk information at public meetings associated with hazardous waste sites. We detail the development and solution of the 2 1/2-day workshop, including the development and integration of a 45-minute video of a simulated public meeting used to illustrate examples of good and bad communication behaviors. The workshop uses a mock public meeting video, participatory video exercises, role-playing, an instructor and a resource text. This interactive approach to teaching communication skills can help sensitize scientists to the public's understanding of risk and improve scientists confidence and effectiveness in communicating scientific information
White, D.A.; White, R.K.
This paper describes a workshop in communication and public speaking skills recently conducted for a group of public officials whose responsibilities include presenting risk information at public meetings associated with hazardous waste sites. We detail the development and execution of the 2 1/2 day workshop, including the development and integration of a 45-minute video of a simulated public meeting used to illustrate examples of good and bad communication behaviors. The workshop uses a mock public meeting video, participatory video exercises, role-playing, and instructor, and a resource text. This interactive approach to teaching communication skills can help sensitize scientists to the public's understanding of risk and improve scientists' confidence and effectiveness in communicating scientific information. 10 refs., 1 fig.
Full Text Available Background: Doctors’ verbal and non-verbal communication skills have an impact on patients’ health outcomes, so it is important for medical students to develop these skills. Traditional, non-verbal communication skills training can involve a tutor manually annotating a student's non-verbal behaviour during patient–doctor consultations, but this is very time-consuming. Tele-conference systems have been used in verbal communication skills training. Methods: We describe EQClinic, a system that enables verbal and non-verbal communication skills training during tele-consultations with simulated patients (SPs, with evaluation exercises promoting reflection. Students and SPs can have tele-consultations through the tele-consultation component. In this component, SPs can provide feedback to students through a thumbs-up/ thumbs-down tool and a comments box. EQClinic automatically analyses communication features in the recorded consultations, such as facial expressions, and provides graphical representations. Our 2015 pilot study investigated whether EQClinic helped students be aware of their non-verbal behaviour and improve their communication skills, and evaluated the usability of the platform. Students received automated feedback, and SP and tutor evaluations, and then completed self-assessment and reflection questionnaires. Results: Eight medical students and three SPs conducted 13 tele-consultations using EQClinic. More students paid attention to their non-verbal communication and students who were engaged in two consultations felt more confident in their second consultation. Students rated the system positively, felt comfortable using it (5.9/7, and reported that the structure (5.4/7 and information (5.8/7 were clear. This pilot provides evidence that EQClinic helps, and positively influences, medical students practise their communication skills with SPs using a tele-conference platform. Discussion: It is not easy to improve non
Ferrone, Jenny Kristina
Current reform in engineering education is part of a national trend emphasizing student learning as well as accountability in instruction. Assessing student performance to demonstrate accountability has become a necessity in academia. In newly adopted criterion proposed by the Accreditation Board for Engineering and Technology (ABET), undergraduates are expected to demonstrate proficiency in outcomes considered essential for graduating engineers. The case study was designed as a formative evaluation of freshman engineering students to assess the perceived effectiveness of performance skills in a design laboratory environment. The mixed methodology used both quantitative and qualitative approaches to assess students' performance skills and congruency among the respondents, based on individual, team, and faculty perceptions of team effectiveness in three ABET areas: Communications Skills. Design Skills, and Teamwork. The findings of the research were used to address future use of the assessment tool and process. The results of the study found statistically significant differences in perceptions of Teamwork Skills (p < .05). When groups composed of students and professors were compared, professors were less likely to perceive student's teaming skills as effective. The study indicated the need to: (1) improve non-technical performance skills, such as teamwork, among freshman engineering students; (2) incorporate feedback into the learning process; (3) strengthen the assessment process with a follow-up plan that specifically targets performance skill deficiencies, and (4) integrate the assessment instrument and practice with ongoing curriculum development. The findings generated by this study provides engineering departments engaged in assessment activity, opportunity to reflect, refine, and develop their programs as it continues. It also extends research on ABET competencies of engineering students in an under-investigated topic of factors correlated with team
Full Text Available Background: Communication failure is a risk factor for mishaps and complaints, which can be reduced by effective communication between operating room team members and patients. Aim: To conduct a survey among anesthesiologists regarding communications skills and related issues like stress in case of communication failure, need for training, music in operation theater, and language barrier at their work place. Materials and Methods: We conducted a survey among anesthesiologists coming for a neuroanesthesia conference in India (n = 110 in February 2011 by questionnaire sent by e-mail to them. Results: The response rate was 61.8% (68/110. Majority (95.5% of the respondents agreed that good verbal communication leads to better patient outcome, better handling of crisis and is important between surgeons and anesthesiologists (98.5%. A total of 86% of the anesthesiologists felt that failure of communication caused stress to them. The idea of communication by e-mail or phone text messages instead of verbal communications was discouraged by 65.2%. A total of 82% of respondents felt that training of communication skills should be mandatory for all medical personnel and 77.6% were interested in participating in such course. Language barrier at work place was seen as hurdle by 62.7% of the respondents. A total of 80% of respondents felt that playing music in operating theater is appropriate. Conclusion: Results of the survey highlight the need for effective communication in the operating room between team members and need for formal training to improve it.
Wardrope, William J.
Determines business department chairs' ratings of topics typically covered in the business communication course. Indicates that department chairs perceive writing skills to be more important to business communication courses than other communication skills, such as speaking, technology-mediated communication, interpersonal communication,…
The diploma thesis is focused on the topic of development of communication skills in education of foreign languages. The aim is to find out about ways how teachers develop communication skills and their feedback on pupils. The theoretical part concentrates on individual communicaton skills from the point of their content, process, development and assessment. It also deals with the language subskills which are inseparable from the language skills. The theoretical part further contains the ques...
Kamaruzaman Jusoff; Rohaty M. Majzub; Maisarah M. Rais
Communication skills are of utmost importance to both students and practicing pharmacists. In order to become successful pharmacists, one needs to possess excellent communication skills to serve the clients. This study examined the perception of 1st year pharmacy students who are currently enrolled in a course entitled Communication Skills for Pharmacy. A sample of 21 students was identified through purposive sampling. They were examined on a) the importance of communication skills in ESP and...
Isaias, Pedro; Issa, Tomayess
This paper aims to examine the value of communication skills learn- ing process through various assessments in Information Systems (IS) postgrad- uate units in Australia and Portugal. Currently, communication skills are indispensable to students in expanding their social networks and their knowl- edge at university and in the future workplace, since businesses expect their employees to have strong communication and presentation skills. This paper provides empirical evidence based on the anony...
Full Text Available Abstract Background Although it is taken for granted that history-taking and communication skills are learnable, this learning process should be confirmed by rigorous studies, such as randomized pre- and post-comparisons. The purpose of this paper is to analyse whether a communication course measurably improves the communicative competence of third-year medical students at a German medical school and whether technical or emotional aspects of communication changed differently. Method A sample of 32 randomly selected students performed an interview with a simulated patient before the communication course (pre-intervention and a second interview after the course (post-intervention, using the Calgary-Cambridge Observation Guide (CCOG to assess history taking ability. Results On average, the students improved in all of the 28 items of the CCOG. The 6 more technically-orientated communication items improved on average from 3.4 for the first interview to 2.6 in the second interview (p Conclusions Our communication course measurably improved communication skills, especially for female students. These improvements did not depend predominantly on an extension of the interview time. Obviously, “technical” aspects of communication can be taught better than “emotional” communication skills.
Kramer, A.W.M.; Dusman, H.; Tan, L.; Jansen, J.J.M.; Grol, R.P.T.M.; Vleuten, C.P.M. van der
PURPOSE: The evidence suggests that a longitudinal training of communication skills embedded in a rich clinical context is most effective. In this study we evaluated the acquisition of communication skills under such conditions. METHODS: In a longitudinal design the communication skills of a randoml
The study enlightens the effectiveness of Multimedia Package in learning communicative skill in English. Objectives of the study: To prepare a Multimedia Package for developing communicative skill in English. To find out the impact of Multimedia Package in improving communicative skill in English. Quasi Experimental method was adopted in the…
L. Celeste Rossetto
Full Text Available Financial planners need to have solid knowledge of a range of financial concepts and be adeptcommunicators. Australian universities comprehensively ground students in the necessary contentknowledge for their future careers, however, scant attention is paid to the indispensable communication skillsthat students will need when they enter the professional arena. Students need to accumulate financialplanning knowledge but they also have to interact with clients and peers in a business where they willnegotiate a professional identity for themselves that will serve their specific expertise. It takes time to developthese skills and to assume a professional identity. The focus of our paper is how to engender this persona atthe same time as the students acquire their knowledge. We focus on strategies and activities that were used toembed professional communication skills within a financial planning subject in a regional university throughexperiential learning and authentic tasks.
Shane A. Gordon
Full Text Available In 1993 the General Medical Council (GMC published Tomorrow's Doctors, a set of recommendations for medical education. Much of this document was concerned with the training of communication skills and how this could be improved. This recommendation follows decades of evidence about the importance of communication from many widely respected medical teachers from every discipline: Doctors can discharge (their important tasks effectively only if they possess the relevant skills. Unfortunately, many do not appear to acquire them during their professional training. (Maguire, 1981 There appears to be a failure sometimes to notice what is really being said… the doctor avoids the acute discomfort of being aware of a problem in which he would rather not get involved. (Norell, 1972.
Frost KA; Metcalf EP; Brooks R.; Kinnersley P; Greenwood SR; Powell CVE
Katherine A Frost,1,2 Elizabeth P Metcalf,3 Rachel Brooks,2,3 Paul Kinnersley,3 Stephen R Greenwood,3 Colin VE Powell1,2,4 1Noah’s Ark Children’s Hospital for Wales, 2Department of Pediatrics, 3Institute of Medical Education, 4Molecular and Experimental Medicine, School of Medicine, Cardiff University, Cardiff, Wales Background: Delivering effective clinical pediatric communication skills training to undergraduate medical students is a distinct and important challenge. Pediatric-...
Katherine A Frost,1,2 Elizabeth P Metcalf,3 Rachel Brooks,2,3 Paul Kinnersley,3 Stephen R Greenwood,3 Colin VE Powell1,2,4 1Noah’s Ark Children’s Hospital for Wales, 2Department of Pediatrics, 3Institute of Medical Education, 4Molecular and Experimental Medicine, School of Medicine, Cardiff University, Cardiff, Wales Background: Delivering effective clinical pediatric communication skills training to undergraduate medical students is a distinct and important challenge. Pe...
Avan B; Raza Syed; Afridi H
Background: The importance of communication skills in postgraduate medical training is likely to be highlighted given the convergence of research and educational forces. Assessment of these skills in residency training is vital since it can provide basis for policy undertaking among Pakistani medical academia for improving postgraduate training programs. Aim: To assess the perceived status of communication skills of residents in different specialties. Materials and Methods: A cross sect...
Full Text Available Introduction: This research is conducted to determine the level of communication and influencing skills students studying in classes 9 and 12 in Bursa Anatolian Vocational Health High School. Materials and Methods: The research group consisted of 218 students. Data communication with the inventory collected with a questionnaire containing demographic characteristics of the students. Percentile of the data analysis, Kruskal-Vallis, correlation test was used. Results: The mean score of students’ communicative skills inventory was 164.61+17.20. No significant difference was found between success in school and communication skills with the students’ gender, number of siblings. While there is no difference between free time activities watching TV and communication skills of students, there is a significant difference between the habit of using the computer and communication skills of students between the total score and subscales. Conclusions: Students’ communication skills scores are higher in girls than in boys, school achievement and communication skills scores increased parallel to the increase number of siblings. The habit of reading a book, while the positive affect on the mental score communication skills, scores of all the communication skills of students negative affects the increase in computer usage time. Effect on student reading scores for class communication skills to improve communication skills courses put the quality and increasing the recommend hours. (The Journal of Current Pediatrics 2014;1:20-5
Smith, Gerald F.
The development of student thinking skills is a major goal of business education. As with other such goals, student outcomes assessment must be undertaken to measure goal achievement. Thinking is difficult to teach; it is also difficult to assess. The purpose of this article is to improve management educators' understanding of student…
Mohammad Adnan Latief
The meaning of reliability is discussed in contrast to the meaning of validity. While validity of language assessment results refers to the degree of correctness of representation of the language skill being assessed, reliability of language skill assessment results refers to the degree of preciseness of the representation of the language skill being assessed. The farther the language skills assessment result deviates from the actual level of the skill being assessed, the bigger the error is,...
This paper is an analysis of the challenge of assessing student learning and how that is affected by using descriptions of competencies as a core element when describing the aims of the learning process. Assessment is modelled as a three step process; characterising, identifying and judging, to...... allow for the following argument: Working with competency descriptions is rightly said to make judging more difficult. This potentially lowers the reliability of the assessment. But competency descriptions also carry a great potential of raising the validity of the assessment by focusing the...
P.J. van Empel; M.G.E. Verdam; J.A. Huirne; H.J. Bonjer; W.J. Meijerink; F. Scheele
Aim: Open knot-tying and suturing skills are fundamental surgical skills, founding many alternative knot-tying techniques. It is therefore mandatory for residents to possess adequate basic open knot-tying skills. The aim of this study was to compare an objective assessment of open knot-tying skills
The purpose of this study was to examine communication skills, interpersonal problem solving skills, and social self-efficacy perception of adolescents and the predictive role of communication skills and interpersonal problem solving skills on social self-efficacy. This study is a quantitative and relational study aimed at examining the…
A. Ibrahim; Z I Delia; Asuku, M.E.; Dahiru, T.
Objective Communication between the surgeon and the patient is a core clinical skill. The ability to communicate with patients and their family members is very important in the optimum care of the surgical patient. Few studies have assessed communication between surgical trainees and their patients in sub-Saharan Africa. In response to this, the communication skills of residents in the department of surgery were evaluated to determine their perception of competency and perceived need for ...
Johnson, J. Lynn; Pettit, John D.
Describes a nine-month business and communication skills program developed for a large multinational corporation. Discusses communication training programs for international employees and internalizing the business communication curriculum. (EL)
Isaias, Pedro; Issa, Tomayess
This paper aims to examine the value of communication skills learning process through various assessments in Information Systems (IS) postgraduate units in Australia and Portugal. Currently, communication skills are indispensable to students in expanding their social networks and their knowledge at university and in the future workplace, since…
Clarke, Patricia; Schull, Daniel; Coleman, Glen; Pitt, Rachael; Manathunga, Catherine
Veterinary technology is an emerging profession within the veterinary and allied animal health fields in Australia and affords graduates the opportunity to contribute to the small but growing body of literature within this discipline. This study describes the introduction of a contextualised assessment task to develop students' research…
Die Checkliste PK "Professionelles ärztliches Kommunikationsverhalten" in Unterricht und Evaluation kommunikativer Fertigkeiten im Medizinstudium [Checklist "Professional Communication in Medicine" in teaching and assessing of anamnesis and communication skills in medical education
Full Text Available [english] Objectives: The checklist „Professional Communication in Medicine“ serves as a tool for teaching and training medical students in communication skills, it has also been developed in order to evaluate the students’ performance at the end of their second year at the Medical University of Vienna. The checklist consists of three parts: 26 items referring to the contents of the interview according to George Engel’s ten step model of anamnesis, 10 items referring to the style of communication and 12 items deal with the relationship established. Methods: Teachers of communication skills in medicine were asked to check the list for objectivity (interrater- reliability. In a first step (learning, after they got to know how to handle the list, they were trained in applying this checklist with the help of videos – each presenting a complete anamnesis. The testing that followed looked at the items in terms of their level of consensus. Results: On the whole it can be said that a good level of consensus – in around 75 percent of all items - was reached in assessing all three parts, i.e. style of communication, contents and relationship. The highest levels of consensus were observed in part B: style of communication, the lowest in section C: relationship. Conclusion: Results have turned out satisfactorily as far as they provide consistent forms of assessment for the major part of items. However, improvements need to be made in areas dealing with question-building, psychosocial aspects but also personal development. All in all, the checklist can be seen as an essential contribution to quality assurance in medical communication, involving both, students and teachers. [german] Zielsetzungen: Die Checkliste PK „Professionelles ärztliches Kommunikationsverhalten“ ist als Unterrichtsmittel, für gezieltes Training und die Evaluation kommunikativer Fertigkeiten, im medizinischen Unterricht an der Medizinischen Universität Wien (MUW
Kelley, Amy S.; Back, Anthony L.; Arnold, Robert M.; Goldberg, Gabrielle R.; Lim, Betty B.; Litrivis, Evgenia; Smith, Cardinale B; O’Neill, Lynn B.
Expert communication is essential to high quality care for older patients with serious illness. While the importance of communication skills is widely recognized, formal curricula for teaching communication skills to geriatrics and palliative medicine fellows is often inadequate or unavailable. We drew upon the educational principles and format of an evidence-based, interactive teaching method, to develop an intensive communication skills training course designed specifically to address the c...
Riley, Tracey J.; Simons, Kathleen A.
Given the importance of effective written communication skills to the discipline of accounting, faculty must emphasize these skills in their classroom in order to adequately prepare students for successful careers in the field. Since 2000, only two studies in the accounting literature have examined which written communication skills are needed by…
Managheb, S. E.; Zamani, A.; Shams, B.; Farajzadegan, Z.
Background: Effective communication is essential to the practice of high-quality medicine. There are methodological challenges in communication skills training. This study was performed in order to assess the educational benefits of communication skills training by video feedback method versus traditional formats such as lectures on clinical…
Dehaghani, Abdollah Rezaei; Akhormeh, Kobra Ahmadi; Mehrabi, Tayyebeh
Background: The worldwide nursing shortage is threatening the quality of healthcare. The two most common causes in maintaining nurses are job satisfaction, a positive working environment, and good relationships among staff. This study aimed to determine the effect of interpersonal communication skills training on job satisfaction among the nurses working in Al-Zahra Hospital affiliated to Isfahan University of Medical Sciences, Isfahan, Iran, in 2011. Materials and Methods: This study was a q...
Bennett, Kellie; Lyons, Zaza
The importance of teaching communication skills in any undergraduate medical curriculum cannot be overstated. Effective doctor-patient communication is widely recognised as an essential aspect of quality patient care. A communication skills module developed for first year medical students at the University of Western Australia (UWA) is described…
Dulmen, A.M. van; Holl, R.A.
Paediatric care places great demands on interpersonal communication skills, especially as regards the handling of psychosocial issues. Recent shifts in paediatric morbidity and increases in patient empowerment furthermore emphasize the need for continuing paediatric education in communication skills. It is, however, debatable, whether after residency paediatric education can influence paediatrician performance. This study evaluated the effects of a 5-day experiential communication training by...
The study enlightens the effectiveness of Interactive-Multimedia Package in developing communicative skill in English at standard VI. Present methods of developing communicative skill are ineffective to the students in improving their communicative competencies in English. Challenging interactive Multimedia Package helps to enhance the…
Both the information technology (IT) industry and the Accreditation Board for Engineering and Technology (ABET) demand soft-skill training in higher education and require IT graduates to demonstrate competence in interpersonal communication, teamwork, and conflict management. Group projects provide teamwork environment for soft-skill training, but…
Feraco, Angela M; Brand, Sarah R; Mack, Jennifer W; Kesselheim, Jennifer C; Block, Susan D; Wolfe, Joanne
Communication is central to pediatric oncology care. Pediatric oncologists disclose life-threatening diagnoses, explain complicated treatment options, and endeavor to give honest prognoses, to maintain hope, to describe treatment complications, and to support families in difficult circumstances ranging from loss of function and fertility to treatment-related or disease-related death. However, parents, patients, and providers report substantial communication deficits. Poor communication outcomes may stem, in part, from insufficient communication skills training, overreliance on role modeling, and failure to utilize best practices. This review summarizes evidence for existing methods to enhance communication skills and calls for revitalizing communication skills training within pediatric oncology. PMID:26822066
Behaghel, Luc; Caroli, Eve; Walkowiak, Emmanuelle
Following the adoption of information and communication technologies (ICT), firms are likely to face increasing skill requirements. They may react either by training or hiring the new skills, or by a combination of both. We first show that ICT are indeed skill biased and we then assess the relative importance of external and internal labour market strategies. We show that skill upgrading following ICT adoption takes place mostly through internal labour markets adjustments. The introduction of...
Doherty, Eva M; McGee, Hannah; O'Boyle, Ciaran; Shannon, William; Bury, Gerard; Williams, A.
The importance of communication skills training in undergraduate medical education is now widely accepted. However little is known about student attitudes towards their own communication skills and whether their attitudes changes as a result of participating in communication skills courses. The aim of the present study was to identify these attitudes prior to commencing such a course and to further evaluate changes in these attitudes on completion of the course. Results demonstrated an improv...
Medical educators have promoted skillful communication as a means for doctors to develop positive relationships with their patients. In practice, communication tends to be defined primarily as what doctors say, with less attention to how, when, and to whom they say it. These latter elements of communication, which often carry the emotional content of the discourse, are usually referred to as interpersonal skills. Although recognized as important by some educators, interpersonal skills have re...
In this work communication skills of students of a bachelor program of nursing of the second and the third year at Faculty of Health and Social Studies, University of South Bohemia in České Budějovice were assessed. Communication skills are important both for successful study at university and for successful work in healthcare services. They especially important for nurses who build very close relationships with patients. There are four parts of the bachelor thesis: 1. theory of communication...
The use of self-awareness inventories and self-reflection journals or blogs is an important part of modern intercultural communication training. The number of methodological approaches is imprecise as there is no detailed knowledge. There is an overall lack of guidelines and framework for developing individual assessment tools.
Harvey, Pat; Ahmann, Elizabeth
Family-centered care can seem challenging when family member behavior, choices, attitudes, or emotions are "difficult" or "challenging" to deal with. Yet nurses can develop skills to effectively interact with families in a wide variety of circumstances and then become able to practice family-centered care in any situation that might arise. One particularly useful skill is "validation," which means accepting what the family member says or does as a valid expression of thoughts and feelings in that particular circumstance at that particular time. Validation does not mean there is agreement or acceptance of unsafe behaviors, only that the nurse acknowledges that the family member's concerns and feelings are important and should be listened to and taken seriously, even in the presence of disagreement. Validation, which should be individualized, can take many forms, ranging from providing complete attention to reflection of statements, identification of possible unexpressed emotions, normalization, and finally, a full and genuine sense of connection. Understanding and practicing validation can empower nurses and family members, as well as support effectivefamily-centered communication and problem solving even in challenging circumstances. PMID:27025151
Stella Williams; Bidyadhar Sa; Paula Nunes; Keith Stevenson
Objectives: This paper reports first year Caribbean medical students' preferred and least preferred Communication Skills teaching styles. It also reports their views on assessment and what qualities they valued in a good Communication Skills teacher. Methods: Questionnaires were administered to first year students at the end of Semester One and the data compared with the results of a study using the same questionnaire format in the UK. Results: Caribbean medical students favoured interactive ...
Gray, F. Elizabeth
International research findings and anecdotal evidence alike suggest that new accountancy graduates often begin their careers with inadequate oral communication skills. However, there is a lack of well-grounded empirical data concerning precisely what accountancy employers mean by "oral communication" and what specific skills they value most…
Mascle, Deanna DeBrine
Writing is an essential professional skill. The goal of writing instruction in business communication classes is to develop the skills and knowledge necessary to successfully meet future writing challenges. However, many writers struggle to transfer skills and knowledge from one context to another. The primary reason for this struggle is that…
Hill, Doris Adams; Flores, Margaret M.; Kearley, Regina F.
The authors supervised and trained pre-service teachers while conducting extended school year (ESY) services for pre-kindergarten and elementary students with autism spectrum disorder (ASD) and other developmental disabilities (DD). Each classroom was responsible for conducting communication assessments and developing interventions focused on…
Abdenova Zhuldyz Amirzayevna
Most English teachers in Kazakhstan have been familiar with the notion of oral communication skills, receptive skills (readingand listening) and productive skills (speaking and writing). This paper, therefore, would like to address how to implement teaching stages covering the skills for the integration purpose. The teaching stages include eliciting ideas, highlighting lexis and their meanings, predicting text, ordering jumbled paragraphs, listening, reading comprehension, and acting out the ...
Holtzman, Joseph M; Elliot, Norbert; Biber, Cheryl L; Sanders, R Michael
This study tested the feasibility of using computer-based tools for the assessment of written materials produced by dental students. Written assignments produced by three consecutive incoming dental school classes (240 students) were assessed, and the performance among and between classes was analyzed. Computerized assessment of documents produced by students in the context of their regular coursework proved to be an efficient and effective mechanism for assessing performance. Student performance, assessed as a byproduct of this research, was disappointing. The performance of all classes fell below the eleventh grade level, with some students producing written material at a level of sophistication generally expected from middle school children. Existing technology shows promise as a vehicle for enhancing the assessment of dental students' written communication skills. The ease of use and minimal training necessary to apply this technology can help mitigate the time-intensive nature of writing assessment. If this assessment information is then used to enhance instruction--a process inherently available through software such as WebCT--the distance between assessment and instruction may be more readily bridged through an increase in the use of technology. PMID:15689614
Yoo, Moon Sook; Chae, Sun-Mi
The purpose of this study was to investigate the effects of video-based peer review on communication skills and learning motivation among nursing students. A non-equivalent control with pretest-posttest design was used. The participants were 47 sophomore nursing students taking a fundamentals of nursing course at a nursing college in Korea. Communication with a standardized patient was videotaped for evaluation. The intervention group used peer reviews to evaluate the videotaped performance; a small group of four students watched the videotape of each student and then provided feedback. The control group assessed themselves alone after watching their own videos. Communication skills and learning motivation were measured. The intervention group showed significantly higher communication skills and learning motivation after the intervention than did the control group. The findings suggest that peer review is an effective learning method for nursing students to improve their communication skills and increase their motivation to learn. PMID:21323255
Chen, Jennifer J.; Shire, Suzanne H.
Effective communication is essential for young children's academic and social competence. During the preschool years, children acquire the language and communication skills necessary to express their needs, thoughts, and feelings in social interactions, and they learn to respond appropriately to others. Through effective communication, they also…
Full Text Available Objectives: This paper reports first year Caribbean medical students' preferred and least preferred Communication Skills teaching styles. It also reports their views on assessment and what qualities they valued in a good Communication Skills teacher. Methods: Questionnaires were administered to first year students at the end of Semester One and the data compared with the results of a study using the same questionnaire format in the UK. Results: Caribbean medical students favoured interactive lectures with opportunities for discussion over the didactic formal lecture. The least preferred modes of teaching selected were private study, formal lecture, role play and student presentations. The qualities that students rated highly in their Communication Skills teachers were being a skilled teacher and being knowledgeable and approachable. The preferred assessment style was a 50-50 balance between coursework and exam. Conclusions: First year medical students in the Caribbean studying Communication Skills preferred interactive lectures with opportunities for discussion. Their explanations indicated that interactive lectures provided more stimulation allowing opportunities for learning and greater retention of information. Students also found small group discussions with constructive feedback helpful in developing their own communication skills. Other international faculty may find this approach of establishing students' preferences for teaching style useful in planning their curriculum delivery.
Busch, Anne-Kathrin; Rockenbauch, Katrin; Schmutzer, Gabriele; Brähler, Elmar
Objectives: Attitudes towards communication skills of medical undergraduates can be gathered using the Communication Skills Attitude Scale (CSAS). We aimed to develop a German version of the CSAS (CSAS-G) in order to explore attitudes towards communication skills in a German cohort. Additionally the potential influence of demographic factors was examined. Methods: We realized the CSAS-G and conducted a survey with 529 participants from 3 different years of study. We then carried out an explor...
Reader, Tom W; Flin, Rhona; Cuthbertson, Brian H
Purpose of review: Poor communication in critical care teams has been frequently shown as a contributing factor to adverse events. There is now a strong emphasis on identifying the communication skills that can contribute to, or protect against, preventable medical errors. This review considers communication research recently conducted in the intensive care unit and other acute domains. Recent findings: Error studies in the intensive care unit have shown good communication to be crucial for e...
This paper is exposing the development of communication skills and level of improving the oral and written communications of the management students in the relevant subject. Communication is central to everything that we do. Our city/town is the organizations in which we live and act. Our activities in our family, school/college, office, hobby group, community group, succeed or fail and our goals are achieved or not achieved, according to our ability to communicate effectively with other memb...
Atkinson, Rhonda; And Others
Developed as part of the ABCs of Construction National Workplace Literacy Project, these modules contain materials for improving listening skills that are designed to be used in conjunction with a commercial training video in a required 8-hour Occupational Safety and Health Administration safety course. The first module, which is designed to…
In many middle schools and high schools, students are presenting projects orally. However, most lack appropriate speaking skills. More importantly, they lack teacher and peer support. Most experts agree that speaking skills are essential for success. However, much anxiety surrounds public speaking and it is often cited as one of the top 10 fears.…
Ayla Keçeci; Sevda Arslan
Aim: This research was conducted to evaluate nurse faculty members’ communication skills from students’ perspective in a nursing department of health school. Method: Descriptive research design included 167 students, and the research sample was 114 students with a response rate of 68%. A questionnaire included several socio-demographic characteristics and Çetinkanat (1998)’s Teacher Communication Skills Scale (T.C.S.S), which has five sub-dimensions namely empathy, transparency, equality, eff...
This paper explores the pedagogical and conceptual issues that accompany the integration of intercultural communication skills into the secondary curriculum by analyzing the interactions of 102 adolescents in Spain and the USA during a 15-week, classroom-based, international online exchange. Focusing on the skills of discovery and interaction…
Geissler, Gary L.; Edison, Steve W.; Wayland, Jane P.
Business professors continue to face the challenge of truly preparing their students for the workplace. College students often lack skills that are valued by employers, such as critical thinking, creativity, communication, conflict resolution, and teamwork skills. Traditional classroom methods, such as lectures, may fail to produce adequate…
The article defines key features of Authentic Assessment as alternative to traditional forms of assessment evaluating language skills schools: core principles and forms, criteria and requirements to teachers, developers and a scale for students.
The present paper deals with the problems verbal communication conducts to in the tourism sector. Language plays a major role in determining the causes and the means of overcoming communication barriers. The theoretical part of the present paper sustains the importance of various elements verbal communication consists of, pointing out its roots and determinants. The practical part reveals the fact that, along with an ever growing number of tourism contexts, language has gained its position of...
Savran, Mona Meral; Sørensen, Stine Maya Dreier; Konge, Lars;
on hysteroscopic educational interventions were selected without restrictions on study design, populations, language, or publication year. A qualitative data synthesis including the setting, study participants, training model, training characteristics, hysteroscopic skills, assessment parameters, and...... identified, of which 23 were performed in simulated settings. Overall, 10 studies used virtual-reality simulators and reported effect sizes for technical skills ranging from 0.31 to 2.65; 12 used inanimate models and reported effect sizes for technical skills ranging from 0.35 to 3.19. One study involved...... different tools for hysteroscopy training. The validity evidence supporting the assessment of hysteroscopic skills was limited....
Sangappa, Sunila B; Tekian, Ara
This study assessed the impact of a course on communication skills for third-year undergraduate dental students at a dental institute in India. A randomized pretest, posttest controlled trial was conducted with all the students from four cohorts of third-year dental undergraduate students, divided into an intervention group (n=30) and a control group (n=30). The course was developed using Kern's six-step approach to curriculum development. Needs assessment was ascertained, and readings, lectures, and role-plays with real and simulated patients were implemented. Encounters of students during two patient interviews (simulated and real) were rated by two raters using a twenty-seven-item dental consultation communication checklist with a rating scale 0 to 3. Students completed a questionnaire regarding their acceptance of the course. A 2×2 (group × time) ANOVA with group as a between-subjects factor (control vs. experimental) and time as a within-subjects factor (pre vs. post) was performed. The two groups did not differ at pretest but differed significantly at posttest. This study showed that simply attending to patients during a clinical course did not improve professional communication skills. In contrast, the implementation of a course on communication skills did improve the students' dentist-patient interactions. Integrating the teaching and development of a relevant, outcome-based course on communication skills provided clear evidence of communication skills acquisition among these dental students. The course could be introduced in other Indian dental schools. PMID:23929580
Elzubier, Ahmed G.
Doctor-patient communication is a skill essential for the satisfaction of the patients’ needs and expectations. It involves an art that every practicing physician should have. The situations in health care delivery that demands good doctor-patient communication are many. Diabetes care, the management of hypertension, explaining serious disease diagnoses, prognosis, and investigative procedures are some of the common situations where good doctor-patient communication is very essential. Doctor-...
The aim of this diploma thesis was to assess the level and degree of communication skills of a manager working at a lower level of the executive leadership in the state-funded institution of The National Park and Protected Landscape Area Sumava and to assess differences in a communication between managers and their subordinates and alternatively suggest improvements. The theoretical part deals with the role of a manager in the organization and describes their function. Furthermore it also ...
Liverman, D. G. E.
Communication is important in all aspects of the geosciences but is more prominent in the area of geological hazards, as the main audience for scientific information often lacks a geoscience background; and because the implications of not communicating results effectively can be very serious. Geoscientists working in the hazards area face particular challenges in communicating the concepts of risk, probability and uncertainty. Barriers to effective communication of geoscience include the complex language used by geoscientists, restriction of dissemination of results to traditional scientific media, identification of the target audience, inability to tailor products to a variety of audiences, and lack of institutional support for communication efforts. Geoscientists who work in the area of natural hazards need training in risk communication, media relations, and communicating to non-technical audiences. Institutions need to support the efforts of geoscientists in communicating their results through providing communications training; ensuring access to communications professionals; rewarding efforts to engage the public; and devoting sufficient staff and budget to the effort of disseminating results. Geoscientists themselves have to make efforts to change attitudes towards social science, and to become involved in decision making at a community level. The International Union of Geological Sciences Commission for "Geoscience for Environmental Management" established a working group to deal with these issues. This group is holding workshops, publishing collections of papers, and is looking at other means to aid geoscientists in addressing these problems.
Full Text Available : BACKGROUND: Effective physician – patient communication is very important to positive health outcomes. Assessment of attitude of medical students towards learning communication skills may help medical educators to devise effective plans to orient the students towards learning communication skills. Owing to the scarcity of data in Indian context, the present study aimed to assess the attitude of medical students towards learning communication skills at a private medical college in Pondicherry, India. OBJECTIVES: 1. To assess the attitude of medical students towards learning communication skills. 2. To compare the results of attitude scores among the medical students. MATERIALS AND METHODS: A cross-sectional study involving 300 undergraduate medical students involving both male and female, in the age groups of 18-23 years were selected and were divided into five groups depending on their year of study. Data was collected using communication skills attitude scale (CSAS, which consists of 26 items, 13 indicative of positive attitude and 13 indicative of negative attitude toward learning communication skills. The positive and negative attitude scale scores were calculated and compared among different groups using SPSS software version 22. P < 0.05 was considered to be statistically significant. RESULTS: The mean scores for Positive attitude scale (PAS and Negative attitude scale (NAS of the medical students were 51.7±6.92 and 29.8±5.98 respectively. There was no statistically significant gender difference in the PAS and NAS scores. However significant differences were observed between the groups. First year medical students had a significantly lower PAS and high NAS scores compared to the other groups (p < 0.0001. CONCLUSION: Medical students have strong positive attitudes towards learning communication skills; hence communication skill training programs may be incorporated in the undergraduate medical curriculum. However negative attitudes
Full Text Available Objectives: To determine whether personality is related to medical students' attitudes towards learning communication skills and self-ratings on communication skills. Methods: 524 first- and 507 second-year medical students completed the Communications Skills Attitudes Scale and rated their own communication skills. First-year students answered the Eysenck Personality Questionnaire, and second-year students the Zuckerman-Kuhlman Personality Questionnaire. Multiple regression analyses, controlling for gender, were conducted to study the impact of personality on attitudes. Analysis of variance followed by post hoc Duncan test was used to compare differences in personality traits depending on students' self-ratings on communication skills. Results: After controlling for gender, personality traits predicted differences in attitudes and were significantly related to medical students' self-ratings. Medical students with higher scores on psychoticism or aggression-hostility showed worse attitudes. Students who tended to have a better self-image scored higher on extraversion, psychoticism, impulsive-sensation seeking, or aggression-hostility traits. Conclusions: Findings support the consideration of personality traits for better student career guidance and counselling. Some students could have more difficulties to internalize certain healthcare professional competencies and show more resistance to attitude change.
Mehmet Arif ÖZERBAŞ
Full Text Available This study investigated the effects of pre-service teachers’ communication skills level on academic achievement of pre-service teachers. Students of Gazi Education Faculty were in the field of this study and sample of this study were 357 students of both teaching type day time and after 5 p.m. from various departments andprogrammes such as, Science Teaching Programme, Mathematics Teaching Programme, Primary School Teaching Programme, Social Studies Teaching Programme and English Language Teaching ProgrammeThe method of this study was review of literature and survey. Data were collected with questionnaire. Frequency and percentage of results were grouped and presented. For data analysis, independent t-test and ANOVA were used to compare means of groups at significance level 0.05.According to results of this study, it was found that there is no significant relation between socio-economiclevel and communication skills level. However, it was found that it was found that there is significant relation between academic achievement and communication skills level. gender and communication skills level. In addition, it was found that there is significant relation between teaching type and communication skills level.
Darina M. Slattery
Full Text Available In this article, we introduce two programmes in Technical Communication (one distance, and one on-campus offered by the University of Limerick. Both programmes have been running for several years, but are regularly reviewed to ensure that they remain relevant. We describe how these programmes correspond to industry needs, and how they develop core competencies of technical communicators. We outline two key types of assignment (writing and development, and explain their relevance to the workplace.
Slattery, Darina M; Yvonne Cleary
peer-reviewed In this article, we introduce two programmes in technical communication (one distance, and one on-campus) offered by the University of Limerick. Both programmes have been running for several years, but are regularly reviewed to ensure that they remain relevant. We describe how these programmes correspond to industry needs, and how they develop core competencies of technical communicators. We outline two key types of assignment (writing and development), and explain their rele...
Niglio de Figueiredo, Marcelo; Rodolph, Bärbel; Bylund, Carma L.; Goelz, Tanja; Heußner, Pia; Sattel, Heribert; Fritzsche, Kurt; Wuensch, Alexander
Background Communication skills training has proven to be an effective means to enhance communication of health care professionals in oncology. These effects are well studied in standardized settings. The question of transferring these skills into clinical consultations remains open. We build up on a previous developed training concept consisting of a workshop and coaching. This training achieved a medium effect size in two studies with standardized patients. In the current study, we expanded...
Chiang, Chung-Hsin; Lin, Tzu-Ling; Rogers, Sally J.
Objective The study was to examine nonverbal communication in young children with autism. Methods The participants were 23 young children with autism (mean CA = 32.79 months), 23 CA and MA-matched children with developmental delay and 22 18–20-month-old, and 22 13–15-month-old typically developing toddlers and infants. The abbreviated Early Social Communication Scales [Mundy et al. 1996, Early social communication scales (ESCS)] were used to test three types of nonverbal communicative skills, i.e., joint attention, requesting, and social interaction. Both frequency and proportion analyses were done in group comparisons. Results (1) Two- to three-year-old children with autism displayed deficits in joint attention ability, especially high-level skills. (2) The deficit in terms of frequency of communication was marked even compared with typically developing infants with younger mental age. (3) Young children with autism had different nonverbal communication profile compared with all three comparison groups. Conclusion Early social-communicative difficulties in autism involve early triadic communications involving joint attention and possibly dyadic turn-taking skills, which has implications for both early screening and early intervention. PMID:18491223
Strom, Paris S.; Strom, Robert D.
Teamwork skills are required at work, but teacher efforts in many countries to track achievement within this context have been hindered by lack of assessment tools and input from students. The Teamwork Skills Inventory relies on peer and self-evaluation to establish accountability, identify competencies, and detect learning needs. Twenty-five…
Full Text Available Background: The importance of communication skills in postgraduate medical training is likely to be highlighted given the convergence of research and educational forces. Assessment of these skills in residency training is vital since it can provide basis for policy undertaking among Pakistani medical academia for improving postgraduate training programs. Aim: To assess the perceived status of communication skills of residents in different specialties. Materials and Methods: A cross sectional survey was conducted in four teaching hospitals of Karachi between July 1999 and January 2001. A total of 455 residents in different residency programs were contacted. Residents registered both with College of Physicians and Surgeons of Pakistan and Postgraduate Medical Education office of selected hospitals were included in this study. Responses of residents were obtained on 5-point Likert scale. Indices were formed for three components of communication skills: informative, affective and professional communication. Statistical Analysis: Differences between residents′ groups were assessed through analysis of variance. Results: Total informative communication index was lowest for multi-disciplinary (12.05, SD = 4.87 and highest for surgical (15.27, SD = 2.51 residents. Total affective index was lowest for multi-disciplinary (12.58, SD = 5.68 and highest for medical (15.74, SD = 3.59 residents. The group differences for four groups of residency programs were not statistically significant for either professional attributes separately or for the total professional index. Conclusions: The residency programs must establish goals, process and outcomes to incorporate communication skills in postgraduate medical training since this can enhance residents′ performance as effective health care providers. Accomplishment of better communication skills can be achieved if the importance of its teaching and training is valued by residency program coordinators.
Jianying YUE; Puyu NING
The cultivation of critical thinking skills and intercultural communication competence have been put on list of top priorities in the current English teaching and education reform. The 2000 version of Higher Education Teaching Syllabus for English Majors stresses the importance of cultivating independent thinking and innovative skills, and also emphasizes the significance of incorporating students’ cultural sensitivity, flexibility to meet the demands of increasingly widespread international ...
Bartolotta, Theresa E.; Zipp, Genevieve P.; Simpkins, Susan D.; Glazewski, Barbara
Rett Syndrome (RS) is an X-linked, neurodevelopmental disorder that occurs primarily in females and causes significant impairment in cognition, motor control, and communication. Teachers and speech-language pathologists (SLPs) encounter girls with RS with increasing frequency as awareness of the disorder increases, yet the literature on clinical…
Describes an interpersonal communication class in which students (1) become familiar with their personal conflict management style and (2) learn and practice a technique for managing conflict with a win-win approach. Details the six stages of the Managing Interpersonal Conflict (MIC) technique. (PD)
This teaching guide contains materials for 24 2-hour lessons for people with limited English proficiency who are seeking a job in the cosmetology industry or seeking enrollment in cosmetology courses. The course is intended to improve students' abilities to communicate orally with customers in a cosmetology setting and to improve job seeking and…
Melike; Mehmet; Burak
The aim of this study is to research on communication skills of physical education and sports teachers. Research is to be made on the physical education teachers at secondary and high schools who worked in 2012-2013, in Manisa province. All of the teachers in Manisa were contacted and 203 of them who responded took part in the research. In this research “Teacher’s Communication Skills Scale” was used which was developed by Çetinkanat (in 1997). The concurrency was taken as Cronbach Alpha: 0,6...
This workshop is designed to provide women physics students and postdocs with the professional skills they need to effectively perform research, including: negotiating a position in academia, industry or at a national lab, interacting positively on teams and with a mentor or advisor, thinking tactically, articulating goals, enhancing their personal presence, and developing alliances. We will discuss negotiation strategies and tactics that are useful for achieving professional goals. This is a highly interactive workshop where participants are invited to bring examples of difficult professional situations to discuss.
This workshop is designed to provide women physics students and postdocs with the professional skills they need to effectively perform research, including: negotiating a position in academia, industry or at a national lab, interacting positively on teams and with a mentor or advisor, thinking tactically, articulating goals, enhancing their personal presence, and developing alliances. We will discuss negotiation strategies and tactics that are useful for achieving professional goals. This is a highly interactive workshop where participants are invited to bring examples of difficult professional situations to discuss.
Olsen, Erik; Fay, Gavin; Gaichas, Sarah; Gamble, Robert; Lucey, Sean; Link, Jason S.
Need to Assess the Skill of Ecosystem Models Accelerated changes to global ecosystems call for holistic and integrated analyses of past, present and future states under various pressures to adequately understand current and projected future system states. Ecosystem models can inform management of human activities in a complex and changing environment, but are these models reliable? Ensuring that models are reliable for addressing management questions requires evaluating their skill in representing real-world processes and dynamics. Skill has been evaluated for just a limited set of some biophysical models. A range of skill assessment methods have been reviewed but skill assessment of full marine ecosystem models has not yet been attempted. Northeast US Atlantis Marine Ecosystem Model We assessed the skill of the Northeast U.S. (NEUS) Atlantis marine ecosystem model by comparing 10-year model forecasts with observed data. Model forecast performance was compared to that obtained from a 40-year hindcast. Multiple metrics (average absolute error, root mean squared error, modeling efficiency, and Spearman rank correlation), and a suite of time-series (species biomass, fisheries landings, and ecosystem indicators) were used to adequately measure model skill. Overall, the NEUS model performed above average and thus better than expected for the key species that had been the focus of the model tuning. Model forecast skill was comparable to the hindcast skill, showing that model performance does not degenerate in a 10-year forecast mode, an important characteristic for an end-to-end ecosystem model to be useful for strategic management purposes. Skill Assessment Is Both Possible and Advisable We identify best-practice approaches for end-to-end ecosystem model skill assessment that would improve both operational use of other ecosystem models and future model development. We show that it is possible to not only assess the skill of a complicated marine ecosystem model, but that
Adams, Mary Catherine
Are you eager to share your research and want to help reporters get it right? Do you yearn to enter the climate science debate but are wary of saying the wrong thing? AGU is offering two separate communications skill-building events on Sunday, 2 December 2012, for Fall Meeting attendees wishing to sharpen their communications skills. For scientists interested in talking about climate science, AGU and the Union of Concerned Scientists, an organization that combines scientific research with citizen action to create practical solutions for a healthy environment and a safer world, will offer the Communicating Climate Science Workshop on Sunday morning. A panel of experienced communicators will share their success stories and offer advice on how to avoid common missteps. Then, in an interactive workshop setting, attendees will practice identifying and effectively responding to misinformation about climate science in front of a variety of audiences.
Simmenroth-Nayda Anne; Weiss Cora; Fischer Thomas; Himmel Wolfgang
Background Although it is taken for granted that history-taking and communication skills are learnable, this learning process should be confirmed by rigorous studies, such as randomized pre- and post-comparisons. The purpose of this paper is to analyse whether a communication course measurably improves the communicative competence of third-year medical students at a German medical school and whether technical or emotional aspects of communication changed differently. Method A sample of 32 ran...
Dinerstein, H. L.
The ability to communicate effectively, both in oral and written form, is crucial for success in almost any career path. Furthermore, being able to effectively communicate information requires a high level of conceptual mastery of the material. For these reasons, I have incorporated practice in communication into courses at a variety of levels, ranging from non-science-major undergraduate courses to graduate courses. I briefly describe the content of these courses, particularly the communication-related component. The first, Ast 309N, ``Astronomy Bizarre: Stars and Stellar Evolution," is an elective which follows one semester of general introductory astronomy for non-majors. Instead of homework problems, the students complete a sequence of writing assignments of graduated complexity, beginning with simple tasks such as writing abstracts and critiques of assigned readings, and moving on to writing term papers which require literature research and a short science fiction story incorporating accurate depictions of relativistic effects. In Ast 175/275, a ``Journal Club" course for upper-division astronomy majors, students read articles in the professional literature and give short oral presentations to the rest of the class. To build up their understanding of a topic, we work through the ``paper trail" of key papers on topics with exciting recent developments, such as extrasolar planets, gravitational lenses, or gamma-ray bursts. Finally, in a seminar course for first-semester astronomy graduate students (Ast 185C) that broadly addresses professional development issues, I include a practice AAS oral session, with the students giving 5-minute presentations on a journal paper of their choice. This seminar course also examines career paths and employment trends, the peer review process for papers and proposals, professional norms and ethics, and other topics. Syllabi for these and other courses I teach regularly can be found from my home page (http://www.as.utexas.edu/astronomy/people/dinerstein).
NAGENDRA, Dr. KOTTACHERUVU
Abstract Todays world considers English as a global language because there has never been a language so widely spread or spoken by so many people as English. It is most surprising that English has become the top language. It has emerged as an important component in industries and in all the spheres of a societys life the press, advertising, broadcasting, motion pictures, transport and communications. It has also become a leading language of political, academic and community meetings. As t...
Sevgi Gaskar; Nurcan Özyazıcıoğlu
Introduction: This research is conducted to determine the level of communication and influencing skills students studying in classes 9 and 12 in Bursa Anatolian Vocational Health High School. Materials and Methods: The research group consisted of 218 students. Data communication with the inventory collected with a questionnaire containing demographic characteristics of the students. Percentile of the data analysis, Kruskal-Vallis, correlation test was used. Results: The mean score of st...
Hilaire, Dany Michaella
Communication between health-care professionals and their patients is an element that can make all the difference in how those patients navigate their cancer journey. In a 2011 issue of the Annals of Oncology, Barth and Lannen reported on their systematic review and meta-analysis of the efficacy of communication skills training courses in oncology. In this issue of JADPRO, two authors share their perspectives on the findings of Barth and Lannen and what advanced practitioners (APs) can learn ...
Done, Judith Madeleine
This study is designed to contribute to the understanding of the theory and practice of communication skills training. The participants are 48 trainee careers advisers following a Postgraduate Diploma in Careers Guidance. The purpose of the research is to investigate the effect of pre-training assessment and feedback on post-training performance. A secondary hypothesis relates to gender differences in communicative competence. The study uses a quasi-experimental, pre- and post-test design in ...
Full Text Available Background/Aim. Over the last 10 years more than 300 persons received cochlear implant in Serbia and more than 90% of the recipients were children under 10 years of age. The program of cochlear implantation includes postoperative rehabilitation in which cognitive, integrative and developmental methods are used. The study was conducted to reveal factors affecting communication performance (CP of cochlear implanted (CI children. Special attention was focused on the influence of the duration and intensity of rehabilitation and hearing age on further development of communication skills. Methods. A group of 30 CI children (13 boys and 17 girls aged 2 to 5 years was enrolled in the study. All of the children had average intelligence and no other developmental disorder. They lived in families and attended rehabilitative seances 3 to 5 times a week. Their parents/ caregivers answered structured questionnaire about functioning after pediatric cochlear implantation (FAPCI and the results were the subject of detailed statistical analysis. Results. Analysis of variance did not show any difference between the boys and the girls regarding FAPCI achievements (F (1, 28 = 2.909; p = 0.099 and age aberration in CP score (F (1, 28 = 0.114, p = 0.738. Correlation analysis showed a statistically significant difference in FAPCI scores related to hearing age and duration of rehabilitation. Regression analysis (enter method showed that model consisting of indipendent variables significantly contributed to prediction of overall FAPCI scores and Adjusted R2 value could explain 32% difference in communication skills of participants in this study. Conclusion. Communication skills of CI children evaluated by FAPCI are falling behind normatives for normal hearing children 18.6 months on the average. Hearing age, duration and intensity of rehabilitation have positive predictive value for communication skills development. Later identification of hearing loss and later cochlear
Hope, T; Fulford, K. W.
We describe the teaching programme in ethics, law and communication skills for clinical medical students which is being developed as part of the Oxford Practice Skills Project. These three elements of practice are approached in an integrated teaching programme which aims to address everyday clinical practice. The role of a central value of patient-centred health care in guiding the teaching is described. Although the final aim of the teaching is to improve actual practice, we have found three...
Kinnick, Katherine N.; Parton, Sabrena R.
This article reports the results of a content analysis of the debut season of the reality television show, "The Apprentice." All 15 episodes were examined to determine the role that communication competencies played in competitors' success or elimination. Results indicate that the ability to persuade effectively was most critical to winning tasks,…
Lane, H. Chad; Hays, Matthew Jensen; Core, Mark G.; Auerbach, Daniel
In the context of practicing intercultural communication skills, we investigated the role of fidelity in a game-based, virtual learning environment as well as the role of feedback delivered by an intelligent tutoring system. In 2 experiments, we compared variations on the game interface, use of the tutoring system, and the form of the feedback.…
Weiss, Amy L.; Theadore, Geraldine
This article focuses on why and how speech-language pathologists and other professionals can encourage the involvement of parents in teaching social communication skills to their young children. Four main topics are explored: (1) the evidence that many of the children with special needs served by speech-language pathologists and other…
Alhaddad, Idrus; Kusumah, Yaya S.; Sabandar, Jozua; Dahlan, Jarnawi A.
This research aims to investigate, compare, and describe the achievement and enhancement of students' mathematical communication skills (MCS). It based on the prior mathematical knowledge (PMK) category (high, medium and low) by using Treffinger models (TM) and conventional learning (CL). This research is an experimental study with the population…
Ganz, Jennifer B.
Visual scripts and related educational strategies such as video modeling and social script narratives provide visual or auditory cues to promote communication and social skills in children with disabilities. Visual scripts are particularly useful for teachers who work with children with learning disabilities, autism spectrum disorders, and…
Baird, John W.; Stull, James B.
The increase in size and number of multinational corporations requires programs for training their personnel in intercultural communication emphasizing development of skills necessary for cultural adaptation and a "universal" perspective. Currently, intercultural training is either nonexistent or emphasizes mastery of language with little…
Roby, Anna C.; Kidd, Evan
The present study investigated the referential communication skills of children with imaginary companions (ICs). Twenty-two children with ICs aged between 4 and 6 years were compared to 22 children without ICs (NICs). The children were matched for age, gender, birth order, number of siblings, and parental education. All children completed the Test…
Children with early language delay form a heterogeneous group. Although a significant number will catch up and develop language in the normal range, some will continue to have difficulties with language. Predicting the outcome for these children represents a challenging task for clinicians. It has been suggested that the assessment of sociocognitive skills contributes distinctively to the prediction of persistence of language and communication difficulties and the nature of these difficul...
Melvin Rob; Young Eoin JW; Miranda J Jaime; Coombes John C; Samuel Miriam; Azarmina Pejman
Abstract Background One estimate suggests that by 2010 more than 30% of a physician's time will be spent using information technology tools. The aim of this study is to assess the information and communication technologies (ICT) skills of medical students in Tanzania. We also report a pilot intervention of peer mentoring training in ICT by medical students from the UK tutoring students in Tanzania. Methods Design: Cross sectional study and pilot intervention study. Participants: Fourth year m...
Full Text Available This study analyzes whether or not communication skills and self-esteem of vocational school students can predict their psychological resilience. The data of the study were collected from a total of 295 vocational school students including 147 female and 148 male in Burdur and Isparta. The study benefited from the Ego Resiliency Scale developed by Block and Kremen (1996 and adapted by Karaırmak (2007, the Communication Skills Evaluation Scale developed by Korkut (1996, and the Rosenberg Self Esteem Scale developed by Morris Rosenberg (1965. The study made use of the standard multiple regression analysis in order to prove the power of the assessment of communication skills and self-esteem to predict psychological levels of resilience of vocational school students. The data were tested on a 0.05 level of significance. This study shows that the assessment of communication skills and self-esteem positively co- relates with the personal strengths of pulling oneself together. The positive self-assessment predicts self- esteem positively and significantly as well. A positive sense of an individual’s about oneself positively co- relates with high self-esteem.
Novokilinova Anna Vladimirovna
The paper deals with employability concept, what employability and career skills are, the list of skills which present-day employers value most. The article presents the experience of some overseas universities in enhancing student employability as well as the approaches to assess it. By the way of conclusion the author made up an opinion on the possibilities of implementing this experience into our environment, which, on the one hand, is a subject of discussion, on the other - can be a possi...
Brookhart, Susan M.
The 1990 Standards for Teacher Competence in Educational Assessment of Students (AFT, NCME, & NEA, 1990) made a documentable contribution to the field. However, the Standards have become a bit dated, most notably in two ways: (1) the Standards do not consider current conceptions of formative assessment knowledge and skills, and (2) the Standards…
Full Text Available Abstract Background One estimate suggests that by 2010 more than 30% of a physician's time will be spent using information technology tools. The aim of this study is to assess the information and communication technologies (ICT skills of medical students in Tanzania. We also report a pilot intervention of peer mentoring training in ICT by medical students from the UK tutoring students in Tanzania. Methods Design: Cross sectional study and pilot intervention study. Participants: Fourth year medical students (n = 92 attending Muhimbili University College of Health Sciences, Dar es Salaam, Tanzania. Main outcome measures: Self-reported assessment of competence on ICT-related topics and ability to perform specific ICT tasks. Further information related to frequency of computer use (hours per week, years of computer use, reasons for use and access to computers. Skills at specific tasks were reassessed for 12 students following 4 to 6 hours of peer mentoring training. Results The highest levels of competence in generic ICT areas were for email, Internet and file management. For other skills such as word processing most respondents reported low levels of competence. The abilities to perform specific ICT skills were low – less than 60% of the participants were able to perform the core specific skills assessed. A period of approximately 5 hours of peer mentoring training produced an approximate doubling of competence scores for these skills. Conclusion Our study has found a low level of ability to use ICT facilities among medical students in a leading university in sub-Saharan Africa. A pilot scheme utilising UK elective students to tutor basic skills showed potential. Attention is required to develop interventions that can improve ICT skills, as well as computer access, in order to bridge the digital divide.
Full Text Available Accelerated changes to global ecosystems call for holistic and integrated analyses of past, present and future states under various pressures to adequately understand current and projected future system states. Ecosystem models can inform management of human activities in a complex and changing environment, but are these models reliable? Ensuring that models are reliable for addressing management questions requires evaluating their skill in representing real-world processes and dynamics. Skill has been evaluated for just a limited set of some biophysical models. A range of skill assessment methods have been reviewed but skill assessment of full marine ecosystem models has not yet been attempted.We assessed the skill of the Northeast U.S. (NEUS Atlantis marine ecosystem model by comparing 10-year model forecasts with observed data. Model forecast performance was compared to that obtained from a 40-year hindcast. Multiple metrics (average absolute error, root mean squared error, modeling efficiency, and Spearman rank correlation, and a suite of time-series (species biomass, fisheries landings, and ecosystem indicators were used to adequately measure model skill. Overall, the NEUS model performed above average and thus better than expected for the key species that had been the focus of the model tuning. Model forecast skill was comparable to the hindcast skill, showing that model performance does not degenerate in a 10-year forecast mode, an important characteristic for an end-to-end ecosystem model to be useful for strategic management purposes.We identify best-practice approaches for end-to-end ecosystem model skill assessment that would improve both operational use of other ecosystem models and future model development. We show that it is possible to not only assess the skill of a complicated marine ecosystem model, but that it is necessary do so to instill confidence in model results and encourage their use for strategic management. Our methods
The Accreditation Council for Graduate Medical Education mandates that radiology residency programs teach communication skills to residents. The purpose of this paper is to present a mnemonic, RADPED, that can be used to enhance communication in the radiology setting. It reminds the resident of the salient points to address during an imaging encounter with pediatric patients and their families for the purpose of enhancing communication. Recent history and research in medical communication are reviewed. Various communication guides used by primary care physicians, such as SEGUE, and the Kalamazoo consensus statement are discussed. This methodology was adapted into a format that could be used to teach communication skills to radiology residents in the context of an imaging encounter. RADPED reminds the resident to establish rapportwith the patient, ask questionsas to why the patient and family are presenting for the study, discuss the exam, perform the procedure, use exam distractions, and discussthe results with the referring physician and family when appropriate. This guide is available with movie clips as part of an on-line pediatric radiology curriculum. This simple memory aid promotes the key points necessary to optimize the radiology resident's encounter with pediatric patients and their families. (orig.)
Das Gesprächsführungspraktikum im 2. Studienjahr des Modellstudiengangs HannibaL: Eine Evaluation mittels Selbsteinschätzungen der Studierenden [The communication skills course for second year medical students at Hannover Medical School: An evaluation study based on students' self-assessments
von Lengerke, Thomas; Kursch, Angelika; Lange, Karin; ,
[english] In the model medical curriculum HannibaL at Hannover Medical School (MHH, Hannover, Germany), communication skills in taking case histories and disclosing diagnoses (breaking bad news) are assessed through an objective structured clinical examination (OSCE). This is part of the examinations which at the MHH represent the equivalent to the First Part of the Medical Examinations. The second year doctor-patient communication course preparing for these examinations was evaluated during ...
Gregg, Watson W.; Friedrichs, Marjorie A. M.; Robinson, Allan R.; Rose, Kenneth A.; Schlitzer, Reiner; Thompson, Keith R.; Doney, Scott C.
There is growing recognition that rigorous skill assessment is required to understand the ability of ocean biological models to represent ocean processes and distributions. Statistical analysis of model results with observations represents the most quantitative form of skill assessment, and this principle serves as well for data assimilation models. However, skill assessment for data assimilation requires special consideration. This is because there are three sets of information in the free-run model, data, and the assimilation model, which uses Data assimilation information from both the flee-run model and the data. Intercom parison of results among the three sets of information is important and useful for assessment, but is not conclusive since the three information sets are intertwined. An independent data set is necessary for an objective determination. Other useful measures of ocean biological data assimilation assessment include responses of unassimilated variables to the data assimilation, performance outside the prescribed region/time of interest, forecasting, and trend analysis. Examples of each approach from the literature are provided. A comprehensive list of ocean biological data assimilation and their applications of skill assessment, in both ecosystem/biogeochemical and fisheries efforts, is summarized.
Mentoor, Zelda Michel
This study indicates that communication skills and communication apprehension of English First Additional Language (EFAL) learners are important aspects in teaching and learning, as well as for academic performance. A learner‘s major hurdle to overcome in communication in a second language classroom is a fear of failure. Communication skills and communication apprehension are challenges teachers have to face in language classrooms. Communication barriers that may lead to fear, ...
Choudhary, Anjali; Gupta, Vineeta
Introduction: Like many other people based professions, communications skills are essential to medical practice also. Traditional medical teaching in India does not address communication skills which are most essential in dealing with patients. Communication skills can be taught to medical students to increase clinical competence. Objective: To teach basic communication and counseling skills to fourth-year undergraduate students to increase their clinical competence. Methodology: A total of 4...
Background Observation of performance followed by feedback is the key to good teaching of communication skills in clinical practice. The fact that it occurs rarely is probably due to clinical supervisors’ perceived lack of competence to identify communication skills and give effective feedback. We evaluated the impact of a faculty development programme on communication skills teaching on clinical supervisors’ ability to identify residents’ good and poor communication skills and to discuss the...
Junod Perron, N.; Nendaz, M; Louis-Simonet, M; Sommer, J.; Gut, A; Cerutti, B.; van der Vleuten, C P M; Dolmans, D.
BACKGROUND: Observation of performance followed by feedback is the key to good teaching of communication skills in clinical practice. The fact that it occurs rarely is probably due to clinical supervisors' perceived lack of competence to identify communication skills and give effective feedback. We evaluated the impact of a faculty development programme on communication skills teaching on clinical supervisors' ability to identify residents' good and poor communication skills and to discuss th...
Wilkerson, Jerod W.
This paper presents the results of a job skill survey of Management Information Systems (MIS) alumni from a Northeastern U.S. university. The study assesses job skill importance and skill gaps associated with 104 technical and non-technical skill items. Survey items were grouped into 6 categories based on prior research. Skill importance and skill…
Hamza khalil AL – Khaddam; Ebtisam Zaal AL-Mahasneh
This Study is aimed at identifying the availability of communication skills and listening skills, dialogue skills, time management skills, and computer skills of the Staff at Ajloun University College. In addition, it identifies significant differences at the level of communication skills of the staff of Ajloun University College due to certain variables including: gender, age, and educational qualification. The researchers used the survey methodology to obtain data. The study concluded that ...
Raisanen, Anu; Rakkolainen, Mari
This article presents the methodology used by the Finnish Education Evaluation Council in the national evaluation of social and communication skills in vocational education and training. The evaluation concentrates on key competences such as learning-to-learn skills, communication skills, social skills and entrepreneurship (Implementation of…
Jones, Christopher G.
Communication skills are a fundamental personal competency for a successful career in accounting. What is not so obvious is the specific written communication skill set employers look for and the extent those skills are computer mediated. Using survey research, this article explores the particular skills employers desire and their satisfaction…
Peterson, Marshalita Sims
Surveys 253 personnel interviewers at midwestern businesses, finding that all respondents identified communication skills as having a major effect on hiring decisions; 90% indicated that communication skills are essential for success; and 60% reported that applicants were prepared with effective communication skills in job interviews. Identifies…
Full Text Available In the contemporary process of teaching fine arts, children’s own creative expression and art appreciation are used to encourage learners towards both perception and reception; consequently, the evaluation and internalization of works of art play an equally important role. In a qualitative empirical research study that takes the form of a case study, we studied the response of children to works of art and their demonstrated communication skills in this. The results have shown that children respond to works of art on multiple levels. With non-standardized narrative group interviews, we observed children’s associations. Children perceived and internalized the given artworks and also put their emotions into words. The study has shown that systematic development of art appreciation among pre-school children can have a positive impact on their communication skills.
Khodadadi, Esmail; Ebrahimi, Hossein; Moghaddasian, Sima; Babapour, Jalil
Introduction: Having an effective relationship with the patient in the process of treatment is essential. Nurses must have communication skills in order to establish effective relationships with the patients. This study evaluated the impact of communication skills training on quality of care, self-efficacy, job satisfaction and communication skills of nurses. Methods: This is an experimental study with a control group that has been done in 2012. The study sample consisted of...
McDonough, Randy P.; Bennett, Marialice S
Pharmacy students should be given opportunities to learn and practice interpersonal communication skills during their community advanced pharmacy practice experience (APPE). Preceptors have the responsibility of setting the stage for the pharmacy students during their initial encounter. During this orientation to the site, students should become familiar with the history of the practice, the types of services provided, and the staff members. Once the orientation is completed, preceptors can d...
Celal Teyyar Uğurlu; Mehmet Sincar (Coordinator)
The aim of this study was to determine the perception levels of primary school teachers on communication skills and organizational citizenship behaviors and also to determine the relationship between these two variables. This study was conducted via a descriptive qualitative relational scanning model. The participants in the study were selected from among primary school teachers who were working in Sivas, Turkey, via a simple random sampling method. In the course of the study, the data was co...
In June 2011, the University of Lancaster delivered a substantially-enhanced course in Communication and Presentation Skills to 108 second-year undergraduate mathematicians. The course was delivered jointly by staff in the Department of Mathematics and Statistics and CETAD, the Centre for Training and Development at Lancaster. Funding for the course and its increased staffing requirement came from an MSOR HE Curriculum Innovation Fund grant of £5,000. CETAD is a specialist unit which focuses ...
THE EARLY chapters in this book identify briefly some communication models and then examine verbal communication at different stages of development, including the issues of rights and culture, which are examined from the perspectives of the child, parents and siblings. PMID:23988069
Full Text Available Aim: This research was conducted to evaluate nurse faculty members’ communication skills from students’ perspective in a nursing department of health school. Method: Descriptive research design included 167 students, and the research sample was 114 students with a response rate of 68%. A questionnaire included several socio-demographic characteristics and Çetinkanat (1998’s Teacher Communication Skills Scale (T.C.S.S, which has five sub-dimensions namely empathy, transparency, equality, efficiency and sufficiency. In its first use of this scale, the internal consistency was 0.81 whereas it is 0. 93 in this study. Findings and conclusion: The results of this study reveal that students evaluate nurse faculty members more on sufficiency and less on efficiency dimensions. Besides, statistically significant differences were determined among faculty members’ communication skills in terms of students’ class membership and gender. Female students and third year students have more positive and constructive evaluations than male and last year students do. It is suggested that carried out courses of measurement and evaluation methods for developing effectiveness dimension. In addition, it is suggested that are investigated in huge nursing student population about this subject.
Full Text Available This research was conducted to evaluate nurse faculty members’ communication skills from students’ perspective in a nursing department of health school. Descriptive research design included 167 students, and the research sample was 114 students with a response rate of 68%. A questionnaire included several socio-demographic characteristics and Çetinkanat (1998’s Teacher Communication Skills Scale (T.C.S.S, which has five sub-dimensions namely empathy, transparency, equality, efficiency and sufficiency. In its first use of this scale the internal consistency was 0, 81 whereas it is 0, 93 in this study. The results of this study reveal that students evaluate nurse faculty members more on sufficiency and less on efficiency dimensions. Besides, statistically significant differences were determined among faculty members’ communication skills in terms of students’ class membership and gender. Female students and third year students have more positive and constructive evaluations than male and last year students. It is suggested that carried out courses of measurement and evaluation methods for devoloping effectiveness dimension. Also ıt is suggested that are investigated in huge nursing student population about this subject.
Cziraki, Karen; Lucas, Janie; Rogers, Toni; Page, Laura; Zimmerman, Rosanne; Hauer, Lois Ann; Daniels, Charlotte; Gregoroff, Susan
Rapid response teams (RRT) are an important safety strategy in the prevention of deaths in patients who are progressively failing outside of the intensive care unit. The goal is to intervene before a critical event occurs. Effective teamwork and communication skills are frequently cited as critical success factors in the implementation of these teams. However, there is very little literature that clearly provides an education strategy for the development of these skills. Training in simulation labs offers an opportunity to assess and build on current team skills; however, this approach does not address how to meet the gaps in team communication and relationship skill management. At Hamilton Health Sciences (HHS) a two-day program was developed in collaboration with the RRT Team Leads, Organizational Effectiveness and Patient Safety Leaders. Participants reflected on their conflict management styles and considered how their personality traits may contribute to team function. Communication and relationship theories were reviewed and applied in simulated sessions in the relative safety of off-site team sessions. The overwhelming positive response to this training has been demonstrated in the incredible success of these teams from the perspective of the satisfaction surveys of the care units that call the team, and in the multi-phased team evaluation of their application to practice. These sessions offer a useful approach to the development of the soft skills required for successful RRT implementation. PMID:18382164
Kishbaugh, Tara L. S.; Cessna, Stephen; Horst, S. Jeanne; Leaman, Lori; Flanagan, Toni; Neufeld, Doug Graber; Siderhurst, Matthew
Herein we report the development of an analytic rubric bank to assess non-content learning, namely higher order cognitive skills, the understanding of the nature of science, and effective scientific communication skills in student research projects. Preliminary findings indicate that use of this tool enhances our students' learning in these areas,…
Imashova Zhulduz; Karzhaubayeva Onaichan; Surugiu Felicia; Mina Simona
Which are the purposes for Communication courses regarding the professional training in maritime industry? As such, here there are some certain hypotheses and objectives regarding the needs of communication skills in maritime domain. Why do we need communication’s skills? One of the main objectives is to know our interlocutor: we need to relate in order to know our interlocutor within the first 5 minutes of relating. Eric Berne in “What do say after we say Good Afternoon (Hello), considers th...
Benassi, Erika; Savini, Silvia; Iverson, Jana M; Guarini, Annalisa; Caselli, Maria Cristina; Alessandroni, Rosina; Faldella, Giacomo; Sansavini, Alessandra
Despite the predictive value of early spontaneous communication for identifying risk for later language concerns, very little research has focused on these behaviors in extremely low-gestational-age infants (ELGAmotor development. In this study, communicative behaviors (gestures, vocal utterances and their coordination) were evaluated during mother-infant play interactions in 20 ELGA infants and 20 full-term infants (FT) at 12 months (corrected age for ELGA infants). Relationships between gestures and motor skills, evaluated using the Bayley-III Scales were also examined. ELGA infants, compared with FT infants, showed less advanced communicative, motor, and cognitive skills. Giving and representational gestures were produced at a lower rate by ELGA infants. In addition, pointing gestures and words were produced by a lower percentage of ELGA infants. Significant positive correlations between gestures (pointing and representational gestures) and fine motor skills were found in the ELGA group. We discuss the relevance of examining spontaneous communicative behaviors and motor skills as potential indices of early development that may be useful for clinical assessment and intervention with ELGA infants. PMID:26555385
Full Text Available According to the latest approaches in the field, the integrated marketing communication requires a planned organizational approach, creating and maintaining in time good relations with the customers of its products or services, but also with its other stakeholders. According to the data provided by the National Statistics Institute (INS, the year 2014 is the first year in history when the Romanian exports exceeded the amount of EUR 50 billion. However, within the context of the economic crisis, numerous Romanian brands have disappeared from the market and Romania risks becoming a simple outlet market if the local companies do not improve their communication processes and skills, as sources of competitive advantage by which the Romanian products and services may differ in relation to those of the E.U. member countries. Within the context of business globalization and of the knowledge society, the present paper is trying to identify ways of developing the communication skills, which can be integrated in a formal risk management system, allowing the decrease of the risks triggered by the cultural differences specific of communication in international business.
Messineo, A; Sanna, S; Dimitri, L; Di Geronimo, M
Communication is a process which enables groups and individuals to increase their control over determining health factors acting on people's lifestyles to promote health. Good communication is fundamental to the health sector in a globalized world, since it may influence national and local policies, health promotion campaigns and correct operational practices. Our study analyses four significant incidents related to instances of bad communication and covers questions which have produced rather incoherent results provoking unjustified alarm. It is therefore necessary to prescribe a way of approaching these issues which will firstly lead to a more careful analysis of the risk involved and therefore to make known correct public information. It is necessary to improve the skills of experts in prevention, to promote educational initiatives at school, universities and in workplaces always focussing more on interdisciplinarity and developing new ways of approaching problems concerning health and safety. PMID:21086695
Andersson, Niclas; Andersson, Pernille Hammar
, professional engineering skills need to be included in the syllabus of engineering courses and study programs, which in turn call for the implementation of learning objectives, teaching activities as well as methods for assessing the professional performance of the engineering students. The implicit and...... life experience from industry and consequently, they might have limited knowledge about professional skills which of course delimits their ability to evaluate the students’ professional performance. The objective of this study is to design and test a method to assess professional skills in an...... involved in the three steps of defining the professional skills criteria, monitoring and documenting their professional performance on basis of direct feedback from the professional engineers and finally, assessing their learning process. The study concludes that the suggested approach is applicable in the...
Full Text Available Introduction: The purpose of this study was to improve communication skills and knowledge of bioethics of last year medical students doing clerkship and to evaluate the effectiveness of using workshops for this purpose from students’ point of view, in order to continue such programs in future. Methods: After Ethical approval for the study a two-day workshop on teaching effective communication skills and principles of medical ethics was planned and conducted by the department of Medical Education through multidisciplinary faculty of Foundation University Medical College, Pakistan. A total of 102 last year medical students participated in this workshop. The students were divided into 8 groups each containing 12 students. A team of pre trained facilitators for each group conducted the group activities. Teaching strategies including interactive discussions on basic principles of doctor-patient relationship, power point presentations, day to day case scenarios, video clips and presentations involving students in role plays were used. Pre and post workshop self evaluation proformas about knowledge and skills of communication and medical ethics were rated (0=none, 1=below average, 2=average, 3=above average, 4=very good, 5=excellent by the students. Results: 89 out of 102 participants returned the proformas. A significant percentage of students (%82 showed improvement in their knowledge and skills of appreciating bioethical issues like valid informed consent, patient confidentiality, end of life issues and breaking bad news by rating as “very good” after participation in the workshop. More than %70 students recommended this activity for other students. Conclusion: Teaching through interactive workshops was found to be an effective method as reflected by students’ feedback. Therefore, the program will be continued in future.
Mahdi Hazavehei, Seyyed M.; Moonaghi, Hossein Karimi; Moeini, Babak; Moghimbeigi, Abbas; Emadzadeh, Ali
Introduction Medical students have a serious need to acquire communication skills with others. In many medical schools, special curriculums are developed to improve such skills. Effective training of communication skills requires expert curriculum design. The aim of this study was to explore the experiences and views of experts and stakeholders in order to design a suitable training program in communication skills for medical students. Methods The content analysis approach was used in this qu...