WorldWideScience

Sample records for group communication skills

  1. The Group Objective Structured Clinical Experience: building communication skills in the clinical reasoning context.

    Science.gov (United States)

    Konopasek, Lyuba; Kelly, Kevin V; Bylund, Carma L; Wenderoth, Suzanne; Storey-Johnson, Carol

    2014-07-01

    Students are rarely taught communication skills in the context of clinical reasoning training. The purpose of this project was to combine the teaching of communication skills using SPs with clinical reasoning exercises in a Group Objective Structured Clinical Experience (GOSCE) to study feasibility of the approach, the effect on learners' self-efficacy and attitude toward learning communication skills, and the effect of providing multiple sources of immediate, collaborative feedback. GOSCE sessions were piloted in Pediatrics and Medicine clerkships with students assessing their own performance and receiving formative feedback on communication skills from peers, standardized patients (SPs), and faculty. The sessions were evaluated using a retrospective pre/post-training questionnaire rating changes in self-efficacy and attitudes, and the value of the feedback. Results indicate a positive impact on attitudes toward learning communication skills and self-efficacy regarding communication in the clinical setting. Also, learners considered feedback by peers, SPs, and faculty valuable in each GOSCE. The GOSCE is an efficient and learner-centered method to attend to multiple goals of teaching communication skills, clinical reasoning, self-assessment, and giving feedback in a formative setting. The GOSCE is a low-resource, feasible strategy for experiential learning in communication skills and clinical reasoning. Copyright © 2014 Elsevier Ireland Ltd. All rights reserved.

  2. Recognizing and Enhancing the Communication Skills of Your Group Home Clients.

    Science.gov (United States)

    Vicker, Beverly A.

    The manual examines ways in which nonprofessional group home health care workers can enhance the communication and interaction skills of developmentally disabled clients. The communication process is explored in terms of information exchange, both verbal and nonverbal. Examples of vocal, nonvocal, and echolalic speech are offered and suggestions…

  3. Effects of longitudinal small-group learning on delivery and receipt of communication skills feedback.

    Science.gov (United States)

    Chou, Calvin L; Masters, Dylan E; Chang, Anna; Kruidering, Marieke; Hauer, Karen E

    2013-11-01

    Although feedback is a critical component of learning, recent data suggest that learners may discount feedback they receive. The emotional threat inherent in feedback can contribute to its ineffectiveness, particularly for sensitive topics like communication skills. Longitudinal relationships among peers may increase their sense of safety and soften the perceived threat of feedback to allow students to give, receive and potentially more effectively incorporate feedback. We studied the effects of prior shared learning experiences among medical students in the delivery and receipt of feedback on clinical (communication) skills. During a formative clinical skills examination, we divided Year 3 students at a US medical school into two subgroups comprising, respectively, small-group classmates from a 2-year longitudinal pre-clerkship clinical skills course (with prior peer-learning relationships), and peers with no prior shared small-group coursework. Students in both subgroups observed peers in a simulated clinical case and then provided feedback, which was videotaped, transcribed and coded. Feedback recipients also completed a survey on their perceptions of the feedback. Students valued the feedback they received and intended to enact it, regardless of whether they had prior peer-learning relationships. Coding of feedback revealed high specificity. Feedback providers who had prior peer-learning relationships with recipients provided more specific corrective feedback on communication skills than those with no such relationships (p = 0.014); there was no significant difference between subgroups in the provision of reinforcing feedback on communication skills. Year 3 medical student peers can deliver specific feedback on clinical skills; prior peer-learning relationships in pre-clerkship clinical skills courses enrich the provision of specific corrective feedback about communication skills. Feedback between peers with pre-existing peer-learning relationships represents

  4. Using Electronic Communication Tools in Online Group Activities to Develop Collaborative Learning Skills

    Science.gov (United States)

    Khalil, Hanan; Ebner, Martin

    2017-01-01

    The purpose of this study was to investigate the effect of using synchronous and asynchronous communication tools in online group activities to develop collaborative learning skills. An experimental study was implemented on a sample of faculty of education students in Mansoura University. The sample was divided into two groups, a group studied…

  5. Communication skills.

    Science.gov (United States)

    Ellison, Deborah

    2015-03-01

    The front-line nurse is responsible for providing direct patient care, patient satisfaction, care coordination, policy, safety, and communication during a 12-hour shift. Every nurse has the opportunity to make a positive impact on patient outcomes through day-to-day advocacy for patients, nurses, and the nursing profession. Communication is a means of advocacy that provides the avenue to which a positive impact can be made. There are multiple barriers to effective communication in the day-to-day communication of the front-line nurse. Interprofessional communication and shared governance models offer ways to improve communication within nursing and within a systems approach.

  6. Communication skills training of undergraduates.

    Science.gov (United States)

    Ali, Abrar Ashraf

    2013-01-01

    To assess the adequacy or deficiency of relevant communication skills needed in clinical practice among students of King Edward Medical University and identify the need of developing curriculum for communication skills. Sequential mixed method design using survey questionnair and in-depth interviews. King Edward Medical University, Lahore, from March - September 2010. Final year students consented to participate in the survey questionnaire regarding communication skills needed in clinical practice selected on the basis of random stratified sampling technique. The questioned aspects include communication skills, supervised training, breaking bad news, counselling and written communication skills. In the second qualitative phase, volunteers who had passed final year were selected on the basis of non-probability purposive sampling technique for recording in-depth interviews. Qualitative data was analyzed with content analysis after identifying themes and trends from the data. Only 20% students had clarity of communication skills training, 28% believed that their learning was supervised, 20% believed training was structured, 28% were confident about handling difficult situations, 15% could effectively break bad news, and 22% were confident in written communication skills. In the interviews 70% felt that their peers had average skills in handling difficult situations like breaking bad news and counselling, 60% believed that communication skills program was non-existent and 100% agreed that patient turnover is a strength for the institute and structured training would improve their communication skills performance. The communication skills of the studied group were inadequate to address special situations. This presses need for developing a communication skills training program.

  7. Found in translation: exporting patient-centered communication and small group teaching skills to China.

    Science.gov (United States)

    Blatt, Benjamin; Kallenberg, Gene; Lang, Forrest; Mahoney, Patrick; Patterson, JoEllen; Dugan, Beverly; Sun, Shaobang

    2009-06-26

    The Chinese Medical Doctor's Association asked us to develop a train-the-trainers program in doctor-patient communication and in teaching skills for a select group of Chinese health care professionals, who would then serve as trainers for practicing physicians throughout China. The request came in the context of increasing doctor-patient friction related, in part, to the dissolution of the socialist health care safety net in China. In this article we recount the implementation of our 5-day training program in Beijing. We explore cross-cultural issues that arose in presenting the program's two principal training domains: small group teaching and patient-centered doctor-patient communication. We also explore the linguistic challenges we encountered as non-Chinese speaking teachers. Finally, we reflect on the lessons learned from this project that may be of value to others called upon to export Western doctor-patient communications training to other cultures. In this age of increasing globalization, cross-cultural sharing of medical education represents a growing trend.

  8. Found in Translation: Exporting Patient-Centered Communication and Small Group Teaching Skills to China

    Science.gov (United States)

    Blatt, Benjamin; Kallenberg, Gene; Lang, Forrest; Mahoney, Patrick; Patterson, JoEllen; Dugan, Beverly; Sun, Shaobang

    2009-01-01

    The Chinese Medical Doctor's Association asked us to develop a train-the-trainers program in doctor-patient communication and in teaching skills for a select group of Chinese health care professionals, who would then serve as trainers for practicing physicians throughout China. The request came in the context of increasing doctor-patient friction related, in part, to the dissolution of the socialist health care safety net in China. In this article we recount the implementation of our 5-day training program in Beijing. We explore cross-cultural issues that arose in presenting the program's two principal training domains: small group teaching and patient-centered doctor-patient communication. We also explore the linguistic challenges we encountered as non-Chinese speaking teachers. Finally, we reflect on the lessons learned from this project that may be of value to others called upon to export Western doctor-patient communications training to other cultures. In this age of increasing globalization, cross-cultural sharing of medical education represents a growing trend. PMID:20165520

  9. COMMUNICATIONS GROUP

    CERN Multimedia

    L. Taylor

    2011-01-01

    The CMS Communications Group, established at the start of 2010, has been busy in all three areas of its responsibility: (1) Communications Infrastructure, (2) Information Systems, and (3) Outreach and Education. Communications Infrastructure There are now 55 CMS Centres worldwide that are well used by physicists working on remote CMS shifts, Computing operations, data quality monitoring, data analysis and outreach. The CMS Centre@CERN in Meyrin, is the centre of the CMS offline and computing operations, hosting dedicated analysis efforts such as during the CMS Heavy Ion lead-lead running. With a majority of CMS sub-detectors now operating in a “shifterless” mode, many monitoring operations are now routinely performed from there, rather than in the main Control Room at P5. The CMS Communications Group, CERN IT and the EVO team are providing excellent videoconferencing support for the rapidly-increasing number of CMS meetings. In parallel, CERN IT and ...

  10. Teacher's communication skills

    OpenAIRE

    ZIKLOVÁ, Hana

    2010-01-01

    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...

  11. Social communication skills group treatment: a feasibility study for persons with traumatic brain injury and comorbid conditions.

    Science.gov (United States)

    Braden, Cynthia; Hawley, Lenore; Newman, Jody; Morey, Clare; Gerber, Don; Harrison-Felix, Cynthia

    2010-01-01

    To evaluate the feasibility of improving impaired social communication skills in persons with traumatic brain injury (TBI) and concomitant neurological or psychiatric conditions, using an intervention with evidence of efficacy in a TBI cohort without such complications. Cohort study with pre-post intervention and follow-up assessments. Thirty individuals with TBI ≥ 1 year post-injury and identified social communication problems participated in a group intervention to improve social communication skills. Group Interactive Structured Treatment (GIST) for Social Competence; 13 week, 1.5 hour manualized intervention. Profile of Pragmatic Impairment in Communication (PPIC); Social Communication Skills Questionnaire-Adapted (SCSQ-A); LaTrobe Communication Questionnaire (LCQ); Goal Attainment Scale (GAS), Awareness Questionnaire (AQ), Satisfaction with Life Scale (SWLS); Participation Assessment with Recombined Tools (PART). Participants made statistically significant gains on the SCSQ-A, GAS and SWLS post-treatment and at 6 months follow-up, using self and other ratings. Gains on the PPIC did not reach statistical significance but trended toward improvement. Treatment effects were not noted in analyses of the AQ or the PART. The LCQ showed statistically significant gains post-treatment and at follow-up. Participants showed improvement on subjective social communication skills measures post-treatment and at follow-up, demonstrating potential efficacy of the intervention in a broader population of persons with TBI, worthy of further investigation.

  12. Communication skills training in orthopaedics.

    Science.gov (United States)

    Lundine, Kristopher; Buckley, Richard; Hutchison, Carol; Lockyer, Jocelyn

    2008-06-01

    Communication skills play a key role in many aspects of both medical education and clinical patient care. The objectives of this study were to identify the key components of communication skills from the perspectives of both orthopaedic residents and their program directors and to understand how these skills are currently taught. This study utilized a mixed methods design. Quantitative data were collected with use of a thirty-item questionnaire distributed to all Canadian orthopaedic residents. Qualitative data were collected through focus groups with orthopaedic residents and semistructured interviews with orthopaedic program directors. One hundred and nineteen (37%) of 325 questionnaires were completed, twelve residents participated in two focus groups, and nine of sixteen program directors from across the country were interviewed. Both program directors and residents identified communication skills as being the accurate and appropriate use of language (i.e., content skills), not how the communication was presented (i.e., process skills). Perceived barriers to effective communication included time constraints and the need to adapt to the many personalities and types of people encountered daily in the hospital. Residents rarely have explicit training in communication skills. They rely on communication training implicitly taught through observation of their preceptors and clinical experience interacting with patients, peers, and other health-care professionals. Orthopaedic residents and program directors focus on content and flexibility within communication skills as well as on the importance of being concise. They value the development of communication skills in the clinical environment through experiential learning and role modeling. Education should focus on developing residents' process skills in communication. Care should be taken to avoid large-group didactic teaching sessions, which are perceived as ineffective.

  13. COMMUNICATIONS GROUP

    CERN Multimedia

    L. Taylor

    2011-01-01

    The CMS Communications Group has been busy in all three areas of its responsibility: (1) Communications Infrastructure, (2) Information Systems, and (3) Outreach and Education. Communications Infrastructure The 55 CMS Centres worldwide are well used by physicists working on remote CMS shifts, Computing operations, data quality monitoring, data analysis and outreach. The CMS Centre@CERN in Meyrin, is the centre of the CMS Offline and Computing operations, and a number of subdetector shifts can now take place there, rather than in the main Control Room at P5. A new CMS meeting room has been equipped for videoconferencing in building 42, next to building 40. Our building 28 meeting room and the facilities at P5 will be refurbished soon and plans are underway to steadily upgrade the ageing equipment in all 15 CMS meeting rooms at CERN. The CMS evaluation of the Vidyo tool indicates that it is not yet ready to be considered as a potential replacement for EVO. The Communications Group provides the CMS-TV (web) cha...

  14. COMMUNICATIONS GROUP

    CERN Multimedia

    L. Taylor

    2010-01-01

    The CMS Communications Group, established at the start of 2010, has been strengthening the activities in all three areas of its responsibility: (1) Communications Infrastructure, (2) Information Systems, and (3) Outreach and Education. Communications Infrastructure The Communications Group has invested a lot of effort to support the operations needs of CMS. Hence, the CMS Centres where physicists work on remote CMS shifts, Data Quality Monitoring, and Data Analysis are running very smoothly. There are now 55 CMS Centres worldwide, up from just 16 at the start of CMS data-taking. The latest to join are Imperial College London, the University of Iowa, and the Università di Napoli. The CMS Centre@CERN in Meyrin, which is now full repaired after the major flooding at the beginning of the year, has been at the centre of CMS offline and computing operations, most recently hosting a large fraction of the CMS Heavy Ion community during the lead-lead run. A number of sub-detector shifts can now take pla...

  15. The Effect of Computer-Assisted Cooperative Learning Methods and Group Size on the EFL Learners' Achievement in Communication Skills

    Science.gov (United States)

    AbuSeileek, Ali Farhan

    2012-01-01

    This study explored the effect of cooperative learning small group size and two different instructional modes (positive interdependence vs. individual accountability) on English as a Foreign Language (EFL) undergraduate learners' communication skills (speaking and writing) achievement in computer-based environments. The study also examined the…

  16. Communication Skills Training for Divorcees.

    Science.gov (United States)

    Avery, Arthur W.; Thiessen, Jake D.

    1982-01-01

    Examined the effects of a weekend communication skills training program for divorced persons. Subjects in the experimental group (N=13) received interpersonal skills training, while the control group (N=14) received no training. Results indicated experimentals significantly increased their perceived level of social support, self-disclosure and…

  17. COMMUNICATIONS GROUP

    CERN Multimedia

    L. Taylor

    2010-01-01

    The recently established CMS Communications Group, led by Lucas Taylor, has been busy in all three of its main are areas of responsibility: Communications Infrastructure, Information Systems, and Outreach and Education Communications Infrastructure The damage caused by the flooding of the CMS Centre@CERN on 21st December has been completely repaired and all systems are back in operation. Major repairs were made to the roofs, ceilings and one third of the floor had to be completely replaced. Throughout these works, the CMS Centre was kept operating and even hosted a major press event for first 7 TeV collisions, as described below. Incremental work behind the scenes is steadily improving the quality of the CMS communications infrastructure, particularly Webcasting, video conferencing, and meeting rooms at CERN. CERN/IT is also deploying a pilot service of a new videoconference tool called Vidyo, to assess whether it might provide an enhanced service at a lower cost, compared to the EVO tool currently in w...

  18. Improve your communication skills

    CERN Document Server

    Barker, Alan

    2016-01-01

    Excellent communication skills are vital in today's workplace. Whether keeping the interest of a large audience, impressing a potential employer or simply winning the argument at an important meeting, sounding the part is key. This fourth edition of Improve Your Communication Skills is full of practical advice on all aspects of verbal and non-verbal communication. It gives vital tips on improving conversations and building rapport with colleagues, learning the skills of persuasion, and writing effective emails, letters and reports. This editionincludes new information focusing on communicating across borders and virtual teams and a new chapter on managing difficult conversations."

  19. Creativity in clinical communication: from communication skills to skilled communication.

    Science.gov (United States)

    Salmon, Peter; Young, Bridget

    2011-03-01

    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.

  20. COMMUNICATIONS GROUP

    CERN Multimedia

    L. Taylor

    2011-01-01

    Communications Infrastructure The 55 CMS Centres worldwide are well used by physicists working on remote CMS shifts, Computing operations, data quality monitoring, data analysis and outreach. The CMS Centre@CERN in Meyrin is particularly busy at the moment, hosting about 50 physicists taking part in the heavy-ion data-taking and analysis. Three new CMS meeting room will be equipped for videoconferencing in early 2012: 40/5B-08, 42/R-031, and 28/S-029. The CMS-TV service showing LHC Page 1, CMS Page 1, etc. (http://cmsdoc.cern.ch/cmscc/projector/index.jsp) is now also available for mobile devices: http://cern.ch/mcmstv. Figure 12: Screenshots of CMS-TV for mobile devices Information Systems CMS has a new web site: (http://cern.ch/cms) using a modern web Content Management System to ensure content and links are managed and updated easily and coherently. It covers all CMS sub-projects and groups, replacing the iCMS internal pages. It also incorporates the existing CMS public web site (http:/...

  1. COMMUNICATIONS GROUP

    CERN Multimedia

    L. Taylor

    2012-01-01

      Outreach and Education We are fortunate that our research has captured the public imagination, even though this inevitably puts us under the global media spotlight, as we saw with the Higgs seminar at CERN in December, which had 110,000 distinct webcast viewers. The media interest was huge with 71 media organisations registering to come to CERN to cover the Higgs seminar, which was followed by a press briefing with the DG and Spokespersons. This event resulted in about 2,000 generally positive stories in the global media. For this seminar, the CMS Communications Group prepared up-to-date news and public material, including links to the CMS results, animations and event displays [http://cern.ch/go/Ch8thttp://cern.ch/go/Ch8t]. There were 44,000 page-views on the CMS public website, with the Higgs news article being by far the most popular item. CMS event displays from iSpy are fast becoming the iconic media images, featuring on numerous major news outlets (BBC, CNN, MSN...) as well as in the sci...

  2. Improving Pathologists' Communication Skills.

    Science.gov (United States)

    Dintzis, Suzanne

    2016-08-01

    The 2015 Institute of Medicine report on diagnostic error has placed a national spotlight on the importance of improving communication among clinicians and between clinicians and patients [1]. The report emphasizes the critical role that communication plays in patient safety and outlines ways that pathologists can support this process. Despite recognition of communication as an essential element in patient care, pathologists currently undergo limited (if any) formal training in communication skills. To address this gap, we at the University of Washington Medical Center developed communication training with the goal of establishing best practice procedures for effective pathology communication. The course includes lectures, role playing, and simulated clinician-pathologist interactions for training and evaluation of pathology communication performance. Providing communication training can help create reliable communication pathways that anticipate and address potential barriers and errors before they happen.

  3. Communication and presentation skills

    OpenAIRE

    Lorencová, Ivana

    2014-01-01

    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...

  4. Enhancing undergraduate students’ communications skills

    DEFF Research Database (Denmark)

    Jørgensen, Merete; Witt, Klaus; Fridorff-Jens, Peter Kindt

    2014-01-01

    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...... 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 work It has...... and they alternate with five plus four hour’s sessions of assessing, analyzing and discussion the videos in small groups with a peer (university teacher) and fellow students.We focus in our project on communication skills. 600 medical students are enrolled in the project. Changes in analyzing ability...

  5. "The Goal" Project: A Group Assignment to Encourage Creative Thinking, Leadership Abilities and Communication Skills

    Science.gov (United States)

    Huff, Patricia Lee

    2014-01-01

    The classroom assignment described in this paper, "The Goal" Project, gives students an opportunity to develop four of the skills and abilities required to be a successful accountant. In 1990, the Accounting Education Change Commission issued Position Statement Number One, Objectives of Education for Accountants. Appendix B of that…

  6. Social Networking and Pedagogical Variations: An Integrated Approach for Effective Interpersonal and Group Communications Skills Development

    Science.gov (United States)

    Okoro, Ephraim

    2012-01-01

    Electronic communication and social networking are effective and useful tools in the process of teaching and learning and have increasingly improved the quality of students' learning outcomes in higher education in recent years. The system encourages and supports students' active engagement, collaboration, and participation in class activities and…

  7. Building Relationship Communication Skills for Transformational Leadership.

    Science.gov (United States)

    Raiola, Edward O.

    1995-01-01

    The most important skill for the transformational leader is building relationships through positive and effective communication. Provides guidelines for supporting and encouraging group members, setting the tone for the group, modeling communication behaviors, use of voice patterns, active listening, reflective communication (paraphrasing),…

  8. Using standardized patient with immediate feedback and group discussion to teach interpersonal and communication skills to advanced practice nursing students.

    Science.gov (United States)

    Lin, Esther Ching-Lan; Chen, Shiah-Lian; Chao, Shu-Yuan; Chen, Yueh-Chih

    2013-06-01

    Interpersonal and communication skills (IPCS) are essential for advanced practice nursing (APN) in our increasingly complex healthcare system. The Standardized Patient (SP) is a promising innovative pedagogy in medical and healthcare education; however, its effectiveness for teaching IPCS to graduate nursing students remains unclear. We examined the effectiveness of using SP with SP feedback and group discussion to teach IPCS in graduate nursing education. Randomized-controlled study. First-year APN students in Taiwan. Participants were randomly assigned to the experimental (SP assessments with SP feedback and group discussion) or control (SP assessments only) group. There were two outcome indicators: IPCS and student learning satisfaction (SLS). The IPCS were assessed before and after the study in interviews with the SPs. SLS was measured when the study ended. All participants expressed high SLS (94.44%) and showed significant (p ≤ 0.025) improvements on IPCS total scores, interviewing, and counseling. However, there were no significant differences between groups. Qualitative feedback from encounters with SPs is described. Using SPs to teach IPCS to APN students produced a high SLS. The students learned and significantly improved their IPCS by interviewing SPs, but future studies are needed to confirm the effectiveness of SP feedback and group discussions. Copyright © 2012 Elsevier Ltd. All rights reserved.

  9. Communication skills in psychiatry training.

    Science.gov (United States)

    Ditton-Phare, Philippa; Halpin, Sean; Sandhu, Harsimrat; Kelly, Brian; Vamos, Marina; Outram, Sue; Bylund, Carma L; Levin, Tomer; Kissane, David; Cohen, Martin; Loughland, Carmel

    2015-08-01

    Mental health clinicians can experience problems communicating distressing diagnostic information to patients and their families, especially about severe mental illnesses such as schizophrenia. Evidence suggests that interpersonal communication skills can be effectively taught, as has been demonstrated in the specialty of oncology. However, very little literature exists with respect to interpersonal communication skills training for psychiatry. This paper provides an overview of the communication skills training literature. The report reveals significant gaps exist and highlights the need for advanced communication skills training for mental health clinicians, particularly about communicating a diagnosis and/or prognosis of schizophrenia. A new communication skills training framework for psychiatry is described, based on that used in oncology as a model. This model promotes applied skills and processes that are easily adapted for use in psychiatry, providing an effective platform for the development of similar training programs for psychiatric clinical practice. © The Royal Australian and New Zealand College of Psychiatrists 2015.

  10. Communication skills teaching in primary care medicine.

    Science.gov (United States)

    Sherina, H Nik; Chia, Y C

    2002-12-01

    The teaching of clinical communication skills to undergraduate medical students in the Faculty of Medicine, University of Malaya is described. It is a continuous process throughout the five-year medical curriculum which is divided into Phases I, II and III. Students are introduced to communication skills early in Phase I through an interactive session as well as a workshop on general communication skills. In Phase II, small-group two-day workshops cover the basic principles of clinical communication skills using videotapes, group discussion and role-plays. Direct contact between students and patients in actual clinical setting begin in Phase IIIA. Communication skills teaching with feedback training is carried out by videotaping the consultations. In Phase IIIB the two-way mirror is utilized as well as having workshops on certain difficult areas such as 'breaking bad news' and 'taking a sexual history'. Formal assessment is done by evaluating the behavior, language and actual interview content.

  11. The Critical Care Communication project: improving fellows' communication skills.

    Science.gov (United States)

    Arnold, Robert M; Back, Anthony L; Barnato, Amber E; Prendergast, Thomas J; Emlet, Lillian L; Karpov, Irina; White, Patrick H; Nelson, Judith E

    2015-04-01

    The aim of this study was to develop an evidence-based communication skills training workshop to improve the communication skills of critical care fellows. Pulmonary and critical care fellows (N = 38) participated in a 3-day communication skills workshop between 2008 and 2010 involving brief didactic talks, faculty demonstration of skills, and faculty-supervised small group skills practice sessions with simulated families. Skills included the following: giving bad news, achieving consensus on goals of therapy, and discussing the limitations of life-sustaining treatment. Participants rated their skill levels in a pre-post survey in 11 core communication tasks using a 5-point Likert scale. Of 38 fellows, 36 (95%) completed all 3 days of the workshop. We compared pre and post scores using the Wilcoxon signed rank test. Overall, self-rated skills increased for all 11 tasks. In analyses by participant, 95% reported improvement in at least 1 skill; with improvement in a median of 10 of 11 skills. Ninety-two percent rated the course as either very good/excellent, and 80% recommended that it be mandatory for future fellows. This 3-day communication skills training program increased critical care fellows' self-reported family meeting communication skills. Copyright © 2014 Elsevier Inc. All rights reserved.

  12. Effects of video-feedback on the communication, clinical competence and motivational interviewing skills of practice nurses: a pre-test posttest control group study.

    Science.gov (United States)

    Noordman, Janneke; van der Weijden, Trudy; van Dulmen, Sandra

    2014-10-01

    To examine the effects of individual video-feedback on the generic communication skills, clinical competence (i.e. adherence to practice guidelines) and motivational interviewing skills of experienced practice nurses working in primary care. Continuing professional education may be necessary to refresh and reflect on the communication and motivational interviewing skills of experienced primary care practice nurses. A video-feedback method was designed to improve these skills. Pre-test/posttest control group design. Seventeen Dutch practice nurses and 325 patients participated between June 2010-June 2011. Nurse-patient consultations were videotaped at two moments (T0 and T1), with an interval of 3-6 months. The videotaped consultations were rated using two protocols: the Maastrichtse Anamnese en Advies Scorelijst met globale items (MAAS-global) and the Behaviour Change Counselling Index. Before the recordings, nurses were allocated to a control or video-feedback group. Nurses allocated to the video-feedback group received video-feedback between T0 and T1. Data were analysed using multilevel linear or logistic regression. Nurses who received video-feedback appeared to pay significantly more attention to patients' request for help, their physical examination and gave significantly more understandable information. With respect to motivational interviewing, nurses who received video-feedback appeared to pay more attention to 'agenda setting and permission seeking' during their consultations. Video-feedback is a potentially effective method to improve practice nurses' generic communication skills. Although a single video-feedback session does not seem sufficient to increase all motivational interviewing skills, significant improvement in some specific skills was found. Nurses' clinical competences were not altered after feedback due to already high standards. © 2014 John Wiley & Sons Ltd.

  13. Teaching Communication Skills to Radiology Residents.

    Science.gov (United States)

    Itri, Jason N; Yacob, Sammy; Mithqal, Ayman

    2017-01-17

    The transition of health care in the United States from volume to value requires a systems-based approach aligning clinical services across the continuum of care. The ability to communicate effectively and resolve conflict is a critical skill within the systems-based model. Recognizing the essential role of communication in medicine, the Accreditation Council of Graduate Medical Education has designated interpersonal and communication skills a core competency for all residents regardless of specialty. Yet, communication skills are often developed through on-the-job training or not at all. Traditional educational curricula use a predominantly didactic approach without opportunities for trainees to observe, actively experiment, or reflect on what is learned as a part of the learning process. In this article, we describe a 1-day experiential communication skills workshop customized for radiology residents that consists of Myers-Briggs Type Indicator and conflict management sessions designed to develop interpersonal, communication, and conflict management skills through group discussion, role-play, and simulation. The purpose of this educational initiative was to determine the perceived value of an experiential communication skills workshop designed for radiology trainees.

  14. Communications skills for CRM training

    Science.gov (United States)

    Shearer, M.

    1984-01-01

    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.

  15. Teaching intercultural communication skills

    OpenAIRE

    2015-01-01

    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...

  16. Communication training: Skills and beyond.

    Science.gov (United States)

    Deveugele, Myriam

    2015-10-01

    As communication is a central part of every interpersonal meeting within healthcare and research reveals several benefits of effective communication, we need to teach students and practitioners how to communicate with patients and with colleagues. This paper reflects on what and how to teach. In the previous century two major changes occurred: clinical relationship between doctor and patient became important and patients became partners in care. Clinicians experienced that outcome and especially compliance was influenced by the relational aspect and in particular by the communicative skills of the physician. This paper reflects on teaching and defines problems. It gives some implications for the future. Although communication skills training is reinforced in most curricula all over the word, huge implementation problems arise; most of the time a coherent framework is lacking, training is limited in time, not integrated in the curriculum and scarcely contextualized, often no formal training nor teaching strategies are defined. Moreover evidence on communication skills training is scarce or contradictory. Knowing when, what, how can be seen as an essential part of skills training. But students need to be taught to reflect on every behavior during every medical consultation. Three major implications can be helpful to overcome the problems in communication training. First research and education on healthcare issues need to go hand in hand. Second, students as well as healthcare professionals need a toolkit of basic skills to give them the opportunity not only to tackle basic and serious problems, but to incorporate these skills and to be able to use them in a personal and creative way. Third, personal reflection on own communicative actions and dealing with interdisciplinary topics is a core business of medical communication and training. Copyright © 2015 Elsevier Ireland Ltd. All rights reserved.

  17. Oral Communication Skills

    Institute of Scientific and Technical Information of China (English)

    Ken Wilson

    2005-01-01

    @@ 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.

  18. Teacher Candidates' Communication Skills and Communicator Styles

    OpenAIRE

    Cem ÇUHADAR; Özgür, Hasan; Akgün, Fatma; GÜNDÜZ, Şemseddin

    2015-01-01

    The purpose of this study is to find out the relationship between the communication skills and the communicator styles of teacher candidates. This research was conducted among the senior class students, studying at Trakya University, Faculty of Education in the fall semester of the 2012-2013 academic year. 205 women and 110 men, in a total of 315 teacher candidates participated in the research. As a result, it has been observed that the teacher candidates bear animated/expressive features the...

  19. Communication skills in diagnostic pathology.

    Science.gov (United States)

    Lehr, Hans-Anton; Bosman, Fred T

    2016-01-01

    Communication is an essential element of good medical practice also in pathology. In contrast to technical or diagnostic skills, communication skills are not easy to define, teach, or assess. Rules almost do not exist. In this paper, which has a rather personal character and cannot be taken as a set of guidelines, important aspects of communication in pathology are explored. This includes what should be communicated to the pathologist on the pathology request form, communication between pathologists during internal (interpathologist) consultation, communication around frozen section diagnoses, modalities of communication of a final diagnosis, with whom and how critical and unexpected findings should be communicated, (in-)adequate routes of communication for pathology diagnoses, who will (or might) receive pathology reports, and what should be communicated and how in case of an error or a technical problem. An earlier more formal description of what the responsibilities are of a pathologist as communicator and as collaborator in a medical team is added in separate tables. The intention of the paper is to stimulate reflection and discussion rather than to formulate strict rules.

  20. Communication Skills among Surgical Trainees: Perceptions of ...

    African Journals Online (AJOL)

    Communication Skills among Surgical Trainees: Perceptions of Residents in a ... ability to communicate with patients and their family members is very important in the ... for training in communication skills as a basis for developing an effective ...

  1. Communication Skills of Anatolian Vocational Health High School Students

    Directory of Open Access Journals (Sweden)

    Sevgi Gaskar

    2013-04-01

    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

  2. Let your communication skills equal your clinical skills.

    Science.gov (United States)

    Demarais, Ann; Baum, Neil

    2012-01-01

    Relating effectively with patients is among the most valued skills of clinical care. Honing your communication skills is an art that every physician needs to learn and understand. In this era of increased volume of patients there is a tendency to lose sight of the importance of having good communication skills. This article will review 11 suggestions for letting your communication skills equal your clinical skills.

  3. Communication in Organizational Groups

    OpenAIRE

    Monica RADU

    2007-01-01

    Organizational group can be defined as some persons between who exist interactive connections (functional, communication, affective, normative type). Classification of these groups can reflect the dimension, type of relationship or type of rules included. Organizational groups and their influence over the individual efficiency and the efficiency of the entire group are interconnected. Spontaneous roles in these groups sustain the structure of the relationship, and the personality of each indi...

  4. Communication Skills for Banking Curriculum.

    Science.gov (United States)

    Fairfax County Public Schools, Falls Church, VA. Office of Adult and Community Education.

    The communications skills course was developed for bank employees who are non-native speakers of English, to assist them in improving their English and knowledge of the American workplace culture and to increase productivity. It consists of three instructional levels. Topics covered in level 1 reflect concerns of bank managers about basic…

  5. Teaching pediatric communication skills to medical students

    Directory of Open Access Journals (Sweden)

    Frost KA

    2015-01-01

    Full Text Available 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-specific communication skills teaching is complex and under-researched. We report on the development of a scenario-based pediatric clinical communication skills program as well as students’ assessment of this module. Methods: We designed a pediatric clinical communication skills program and delivered it five times during one academic year via small-group teaching. Students were asked to score the workshop in eight domains (learning objectives, complexity, interest, competencies, confidence, tutors, feedback, and discussion using 5-point Likert scales, along with free text comments that were grouped and analyzed thematically, identifying both the strengths of the workshop and changes suggested to improve future delivery. Results: Two hundred and twenty-one of 275 (80% student feedback forms were returned. Ninety-six percent of students' comments were positive or very positive, highlighting themes such as the timing of teaching, relevance, group sizes, and the use of actors, tutors, and clinical scenarios. Conclusion: Scenario-based teaching of clinical communication skills is positively received by students. Studies need to demonstrate an impact on practice, performance, development, and sustainability of communications training. Keywords: communication training, undergraduates, pediatrics, actors

  6. [Development of skill scale for communication skill measurement of pharmacist].

    Science.gov (United States)

    Teramachi, Hitomi; Komada, Natsuki; Tanizawa, Katsuya; Kuzuya, Yumi; Tsuchiya, Teruo

    2011-04-01

    To purpose of this study was to develop a pharmacist communication skill scale. A 38 items scale was made and 283 pharmacists responded. The original questionnaire consisted of 38 items, with 1-5 graded Likert scale. Completed responses of 228 pharmacists data were used for testing the reliability and the validity of this scale. The first group of items from the original questionnaire were 38, and finally 38 original items were chosen for investigation of content validity, correlation coefficient and commonality. From factor analysis, four factors were chosen among the 31 items as follows: patient respect reception skill, problem discovery and solution skill, positive approach skill, feelings processing skill. The correlation coefficient between this original scale and the KiSS-18 (Social Skill) received high score (r=0.694). The reliability of this scale showed high internal consistency (Cronbach α coefficient=0.951), so the result of test for the validity of this scale supports high content validity. Thus we propose adoption of pharmacist communication skill scale to carry a brief eponymous name as TePSS-31. The above findings indicate that this developed scale possess adequate validity and reliability for practical use.

  7. Does allergic rhinitis affect communication skills in young adults?

    Science.gov (United States)

    Cingi, Can Cemal; Sakallıoğlu, Öner; Muluk, Nuray Bayar; Cingi, Cemal

    2016-01-01

    Allergic rhinitis (AR) is a chronic disorder with a high prevalence in the general population. The symptoms of AR can impair the cognitive capabilities of the affected people. The study of communication skills and AR interaction has not been adequately discussed. We aimed to analyze Social Communication Skills of university students with AR. Fifty patients suffering from AR and 50 healthy subjects were studied. All participants completed two questionnaires [Social Communication Skills Rating Scale (SCSRS) and Communication Questionnaire] for the assessment of social communication skills. Total scores of both SCSRS and Communication Questionnaire were higher in participants with AR than controls. When the questions of SCSRS were compared between the groups one by one, significant difference was observed between the groups for questions numbered 1-9 and 11, 12 (p Communication Questionnaire (p communication skills of the patients with AR. More research is however needed to validate this hypothesis.

  8. Promoting Strong Written Communication Skills

    Science.gov (United States)

    Narayanan, M.

    2015-12-01

    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

  9. Improving risk communication through interactive training in communication skills

    Science.gov (United States)

    White, D. A.; White, R. K.

    1991-01-01

    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-min 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.

  10. Improving risk communication through interactive training in communication skills

    Energy Technology Data Exchange (ETDEWEB)

    White, D.A.; White, R.K.

    1990-01-01

    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.

  11. Geritalk: communication skills training for geriatric and palliative medicine fellows.

    Science.gov (United States)

    Kelley, Amy S; Back, Anthony L; Arnold, Robert M; Goldberg, Gabrielle R; Lim, Betty B; Litrivis, Evgenia; Smith, Cardinale B; O'Neill, Lynn B

    2012-02-01

    Expert communication is essential to high-quality care for older patients with serious illness. Although the importance of communication skills is widely recognized, formal curricula for teaching communication skills to geriatric and palliative medicine fellows is often inadequate or unavailable. The current study 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 common communication challenges that geriatric and palliative medicine fellows face. The 2-day retreat, held away from the hospital environment, included large-group overview presentations, small-group communication skills practice, and development of future skills practice commitment. Faculty received in-depth training in small-group facilitation techniques before the course. Geriatric and palliative medicine fellows were recruited to participate in the course and 100% (n = 18) enrolled. Overall satisfaction with the course was very high (mean 4.8 on a 5-point scale). After the course, fellows reported an increase in self-assessed preparedness for specific communication challenges (mean increase 1.4 on 5-point scale, P skills practice (mean 4.3 on 5-point scale). In sum, the intensive communication skills program, customized for the specific needs of geriatric and palliative medicine fellows, improved fellows' self-assessed preparedness for challenging communication tasks and provided a model for ongoing deliberate practice of communication skills.

  12. Social cognition and communication skills in Asperger syndrome young adults

    Directory of Open Access Journals (Sweden)

    Mónica Figueira

    2013-11-01

    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.

  13. Communication Skills Training For Emergency Nurses

    Directory of Open Access Journals (Sweden)

    Mehmet Ak, Orhan Cinar, Levent Sutcigil, Emel Dovyap Congologlu, Bikem Haciomeroglu, Hayri Canbaz, Hulya Yaprak, Loni Jay, Kamil Nahit Ozmenler

    2011-01-01

    Full Text Available 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 discussion, role play, and homework within an interactive group. The effects of the program were assessed using a communication skills scale, empathy scale, and patient satisfaction survey and were reflected by the reduction in the number of undesirable events between nurses and patients in the emergency department.Results: The mean communication skill score (177.8±20 increased to 198.8±15 after training (p=0.001. Empathy score also increased from 25.7±7 to 32.6±6 (p=0.001. The patient satisfaction survey of 429 patients demonstrated increased scores on confidence in the nurses (76.4±11.2 to 84.6±8.3; p=0.01; the nurse's respect, kindness, and thoughtfulness (72.2± 8.1 to 82.1 ± 6,5; p=0.01; individualized attention (71.3± 6.2 to 73.2 ± 9.8; p=0.2; devotion of adequate time to listening (84.6± 9.3 to 89.8 ± 7.6; p=0.03; and counseling and information delivery (71.1± 10.2 to 80.2 ± 9.7; p=0.01. The number of undesirable events and complaints during nurse-patient interactions decreased 66 % from 6 to 2.Conclusion: “Communication Skills Training” can improve emergency nurses' communication and empathy skills with a corresponding increase in patient satisfaction and reduction of the undesirable events and complaints during nurse-patient interactions.

  14. Effects of video-feedback on the communication, clinical competence and motivational interviewing skills of practice nurses: a pre-test posttest control group study.

    NARCIS (Netherlands)

    Noordman, J.; Weijden, T. van der; Dulmen, S. van

    2014-01-01

    Aims: To examine the effects of individual video-feedback on the generic communication skills, clinical competence (i.e. adherence to practice guidelines) and motivational interviewing skills of experienced practice nurses working in primary care. Background: Continuing professional education may be

  15. Effects of video-feedback on the communication, clinical competence and motivational interviewing skills of practice nurses: a pre-test posttest control group study

    NARCIS (Netherlands)

    Noordman, J.; Weijden, T.T. van der; Dulmen, S. van

    2014-01-01

    AIMS: To examine the effects of individual video-feedback on the generic communication skills, clinical competence (i.e. adherence to practice guidelines) and motivational interviewing skills of experienced practice nurses working in primary care. BACKGROUND: Continuing professional education may be

  16. Teaching communication skills: beyond wishful thinking.

    Science.gov (United States)

    Junod Perron, Noelle; Sommer, Johanna; Louis-Simonet, Martine; Nendaz, Mathieu

    2015-01-01

    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.

  17. Geritalk: Communication Skills Training for Geriatrics and Palliative Medicine Fellows

    Science.gov (United States)

    Kelley, Amy S.; Back, Anthony L.; Arnold, Robert M.; Goldberg, Gabrielle R.; Lim, Betty B.; Litrivis, Evgenia; Smith, Cardinale B.; O’Neill, Lynn B.

    2011-01-01

    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 common communication challenges faced by geriatrics and palliative medicine fellows. The 2-day retreat, held away from the hospital environment, included large-group overview presentations, small-group communication skills practice, and development of future skills practice commitment. Faculty received in-depth training in small-group facilitation techniques prior to the course. Geriatrics and palliative medicine fellows were recruited to participate in the course and 100% (n=18) enrolled. Overall satisfaction with the course was very high (mean 4.8 on 5-point scale). Compared to before the course, fellows reported an increase in self-assessed preparedness for specific communication challenges (mean increase 1.4 on 5-point scale, pskills practice (mean 4.3 on 5-point scale). In sum, the intensive communication skills program, tailored to the specific needs of geriatrics and palliative medicine fellows, improved fellows’ self-assessed preparedness for challenging communication tasks and provided a model for ongoing deliberate practice of communication skills. PMID:22211768

  18. An Empirical Method for Intensifying Communication Skill

    Science.gov (United States)

    Harada, Shoji

    Quick globalization increases the necessity of higher communication skill for everybody. However, in reality, modern tools such as mobile and internet spoil the face-to-face communication ability among young people. In this paper, reviewing related books of communication skill in conjunction with speaking, hearing, reading and writing is first done on English as well as on Japanese. Parallel to this, self experience-based method for intensifying communication skill is described. Emphasizing points for improving each communication skill are concretely proposed in the body.

  19. Facilitating Postdivorce Adjustment among Women: A Communication Skills Training Approach.

    Science.gov (United States)

    Thiessen, Jake D.; And Others

    1980-01-01

    Examined the effects of communication skills training on adjustment to divorce and separation among women. Results indicated that the experimental group significantly increased in overall divorce adjustment and in empathy skills. No significant differences were found in perceived social support or self-disclosure skill. (Author)

  20. An Interprofessional Approach to Teaching Communication Skills

    Science.gov (United States)

    Sargeant, Joan; MacLeod, Tanya; Murray, Anne

    2011-01-01

    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,…

  1. An Interprofessional Approach to Teaching Communication Skills

    Science.gov (United States)

    Sargeant, Joan; MacLeod, Tanya; Murray, Anne

    2011-01-01

    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,…

  2. Social anxiety in medical students: Implications for communication skills teaching.

    Science.gov (United States)

    Laidlaw, Anita H

    2009-07-01

    Social anxiety manifests as a fear of social situations, including being observed by others (Bruce & Saeed 1999). Communication skills workshops frequently involve student performance being observed by others, therefore social anxiety may impact upon attitudes to this style of teaching. To determine the levels of social anxiety amongst medical undergraduates and investigate whether this influenced attitudes towards communication skills teaching. 247 medical students (three year groups, 60% female) from the University of St Andrews completed a questionnaire survey measuring levels of social anxiety and attitudes to communication skills teaching (Mattick & Clarke 1998; Rees et al. 2002 ). Average social anxiety scores in the students were lower (t-tests, P attitudes to communication skills teaching, especially among female students (r = 0.359, P attitude towards communication skills teaching and may impact on participation in group workshops. This information could influence the methods tutors use for the provision of feedback in such workshops.

  3. Effective communication skills in nursing practice.

    Science.gov (United States)

    Bramhall, Elaine

    2014-12-09

    This article highlights the importance of effective communication skills for nurses. It focuses on core communication skills, their definitions and the positive outcomes that result when applied to practice. Effective communication is central to the provision of compassionate, high-quality nursing care. The article aims to refresh and develop existing knowledge and understanding of effective communication skills. Nurses reading this article will be encouraged to develop a more conscious style of communicating with patients and carers, with the aim of improving health outcomes and patient satisfaction.

  4. Formation of communication skills of aviation specialists

    OpenAIRE

    Коваленко, Ольга Олександрівна

    2013-01-01

    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.

  5. Developing communication skills training in 5 educational programs

    DEFF Research Database (Denmark)

    Nielsen, Annegrethe; Ringby, Betina

    2016-01-01

    of communication skills training in 5 healthcare educations at University College North Denmark has been a focus for a committed group of teachers. In order to encourage the implementation process, courses in facilitation has been offered to teachers from all five healthcare education programmes: nursing......Understanding the ability to communicate with patients as a central clinical skill, the importance of developing communication teaching in healthcare educations is obvious. Following the establishment of a room specially equipped for training communication skills in 2010, implementation....... As a result of the combination of easy access to technical resources in the dedicated room and the opportunity to continuously develop the facilitation skills needed to train students, communication skills training has been integrated in the curriculum of all five healthcare educational programmes....

  6. Do better communication skills promote sheltered employment in schizophrenia?

    Science.gov (United States)

    Adamczyk, Przemysław; Daren, Artur; Sułecka, Aleksandra; Błądziński, Piotr; Cichocki, Łukasz; Kalisz, Aneta; Gawęda, Łukasz; Cechnicki, Andrzej

    2016-10-01

    Alongside various psychopathological symptoms and neurocognitive dysfunctions, communication skill impairments may be considered core feature of schizophrenia. Although many studies examined the relation between employment status and neurocognition in schizophrenia, we still know very little about the role of communication skills in vocational status among people with schizophrenia. The purpose of this study is to identify the most characteristic communication, neurocognitive and social cognition differences which separate the employed schizophrenia outpatients from those who do not work. The study included three groups: 33 schizophrenia outpatients employed in social firms, 29 unemployed schizophrenia outpatients participating in occupational therapy and sex & age matched 31 healthy controls. We assessed communication skills, global cognitive functioning, executive functions, memory, social cognition as well as severity of psychopathology. Our results indicate that the most characteristic differences between employed and unemployed schizophrenia outpatients are associated with selective language and communication skills, i.e. paralinguistic aspects of communication, understanding of discrete meaning of linguistic context and figurative meaning of language. We find no significant differences between both clinical groups with regard to neurocognition and social cognition. Moreover, unemployed group had more severe psychopathology than the employed group, so we re-analyzed results controlling for symptom severity. The only differences that endured were related to general communication skills and explanation of pictured metaphors, but only when controlling solely for positive or negative syndrome. In conclusion, the present study indicates that employment in schizophrenia is associated with better symptomatic remission and communication skills, but not with better neurocognition and social cognition.

  7. [Doctor patient communication: which skills are effective?].

    Science.gov (United States)

    Moore, Philippa; Gómez, Gricelda; Kurtz, Suzanne; Vargas, Alex

    2010-08-01

    Effective Communication Skills form part of what is being a good doctor. There is a solid evidence base that defines the components of effective communication. This article offers a practical conceptual framework to improve physician patient communication to a professional level of competence. There are six goals that physicians and patients work to achieve through their communication with each other. These are to construct a relationship, structure an interview, start the interview, gather information, explain, plan and close the interview. The outcomes that can be improved with an effective communication and the "first principles" of communication are described. A brief look at the historical context that has influenced our thinking about communication in health care is carried out. Finally, the Calgary Cambridge Guide, an approach for delineating and organizing the specific skills required of an effective communication with patients is described. It is clear from the literature that better communication skills improve patient satisfaction and clinical outcomes.

  8. Can nonverbal communication skills be taught?

    Science.gov (United States)

    Ishikawa, Hirono; Hashimoto, Hideki; Kinoshita, Makoto; Yano, Eiji

    2010-01-01

    While nonverbal communication (NVC) is an essential part of a physician's interpersonal skills, it has attracted relatively little attention in medical education. To develop a program for teaching NVC skills, and to examine whether it would improve student's awareness and performance of NVC. A total of 106 preclerkship medical students were randomly assigned to 14 groups for a communication skills training session before an objective structured clinical examination (OSCE). Five faculty members served as session facilitators, of whom three provided the original program (n = 67) and two provided the NVC intervention program (n = 39). After the training session, students wrote their goals for the OSCE medical interview, which were analyzed for content. The student's performance of NVC was evaluated based on the video recording of the OSCE. Students in NVC group were significantly more likely to write goals related to NVC, but no significant differences were found in the NVC evaluations at the OSCE. The intervention was effective in increasing student's awareness of NVC, but it was not sufficient to change the actual performance. Further research is needed to explore whether additional training would actually improve their NVC performance.

  9. Developmental Trajectories of Early Communication Skills

    Science.gov (United States)

    Maatta, Sira; Laakso, Marja-Leena; Tolvanen, Asko; Ahonen, Timo; Aro, Tuija

    2012-01-01

    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…

  10. Developmental Trajectories of Early Communication Skills

    Science.gov (United States)

    Maatta, Sira; Laakso, Marja-Leena; Tolvanen, Asko; Ahonen, Timo; Aro, Tuija

    2012-01-01

    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…

  11. Attitudes towards Communication Skills among Engineering Students

    Science.gov (United States)

    Kovac, Mirjana M.; Sirkovic, N.

    2017-01-01

    Good communication skills are of utmost importance in the education of engineering students. It is necessary to promote not only their education, but also to prepare them for the demanding and competitive job market. The purpose of this study was to compare the attitudes towards communication skills after formal instruction between the students of…

  12. Communication Skills among Gifted Students in Jordan

    Science.gov (United States)

    Alfarah, Yacoub Fareed

    2013-01-01

    The purpose of this study is to investigate the communication skills among gifted students in Jordan and to investigate the effect of gender and the level of students in acquiring these communication skills. A questionnaire was distributed among the sample of the study which comprised of (240) tenth, eleventh, and twelfth grade students from Al…

  13. Communication skills in palliative surgery: skill and effort are key.

    Science.gov (United States)

    Miner, Thomas J

    2011-04-01

    Excellence as a surgeon requires not only the technical and intellectual ability to effectively take care of surgical disease but also an ability to respond to the needs and questions of patients. This article provides an overview of the importance of communication skills in optimal surgical palliation and offers suggestions for a multidisciplinary team approach, using the palliative triangle as the ideal model of communication and interpersonal skills. This article also discusses guidelines for advanced surgical decision making and outlines methods to improve communication skills. Copyright © 2011 Elsevier Inc. All rights reserved.

  14. Training oncology practitioners in communication skills.

    Science.gov (United States)

    Baile, Walter F

    2011-10-01

    Many practitioners in oncology receive no or little training in how to effectively communicate with patients and families who are dealing with cancer. Moreover medical teachers are not always aware of the pedagogy of teaching communication skills in a way that results in performance improvement in this area. In this paper a method of small group teaching that was used to instruct medical oncology fellows in the essentials of communication using a retreat format that lasted three days is described. The paper covers the theoretical basis for the teaching format as well as the specific components of the workshops. It describes the process of facilitation using a "learner-centered" approach using standardized patients who take on the role of cancer patients along the trajectory of the illness. It discuss the use of small group process to facilitate skills acquisition and other strategies that facilitate learning such as reflective exercises, open role play and parallel process. It concludes with a consideration of the various ways that such workshops can be evaluated.

  15. Reach for Speech: Communication Skills through Sociodrama.

    Science.gov (United States)

    Landy, Robert J.; Borisoff, Deborah J.

    1987-01-01

    Describes a program to help secondary school students develop speech skills by exploring social issues through role-playing. Notes that this method motivates discouraged students, reduces communication anxiety, improves research skills, fosters appropriate verbal and nonverbal skills, and stimulates affective learning. (JG)

  16. Communication Skills Training in the Medical Curriculum

    OpenAIRE

    2013-01-01

    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...

  17. Communication skills of nurses: Samsun sample

    Directory of Open Access Journals (Sweden)

    Hatice Kumcağız

    2011-03-01

    Full Text Available 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 variance analysis, and Kruskal-Wallis analysis.Results: Communication skills of nurses graduated university had significant differences in behavioral communication sub scale. A significant difference was found between the years of employment. Communication skills levels of nurses working 20 and over years were higher than the others. Behavioral communication skills of nurses working at outpatient polyclinic were higher than the other nurses working at the other units.Conclusion: Levels of communication skills of nurses were low in some sub-scales and the findings of the study leaded to various suggestions to develop communication skills in nurses.

  18. Attitudes of Sri Lankan medical students toward learning communication skills.

    Science.gov (United States)

    Marambe, Kosala N; Edussuriya, D H; Dayaratne, K M P L

    2012-01-01

    The General Medical Council of the UK, advocates that by the end of their undergraduate course, medical students should be proficient in communicating with patients. However, the attitude of some medical students toward formal training in communication skills seems lukewarm. Although several studies on assessing attitudes of medical students on learning communication skills have been carried out in Europe and America, Asian studies are very few and literature in the Sri Lankan context is lacking. To explore the attitudes of first to fourth year medical students of the Faculty of Medicine, University of Peradeniya (FOMUP), Sri Lanka on learning communication skills and to identify possible factors that may influence student attitudes. A total of 675 students from year 1 to 4 of the FOMUP were asked to complete a modified version of the Communication Skills Attitude Scale. Items of its positive attitude scale (PAS) were analyzed together while negative items were considered individually. Response rates ranged from 70% to 98% for the various year groups. There were no significant differences between the PAS for males and females and for those exposed to formal training and those who were not. The junior students scored significantly higher on the PAS than seniors. Most students of all the groups disagreed with the item "I don't see why I should learn communication skills". Approximately one-quarter of the students of each group endorsed the statement "Nobody is going to fail their medical degree for having poor communication skills". Out of the students who have undergone formal communication training, almost one-third agreed that they find it difficult to take communication skills learning seriously. Although medical students seem to have realized the importance of communication skills training for the practice of medicine, a significant minority have reservations on attending such sessions. Sri Lanka faculty will need to make a concerted effort to change this

  19. Appendix R. A Basic Communication Skill for Improving Interpersonal Relationships.

    Science.gov (United States)

    Wallen, John L.

    This appendix contains descriptions of three exercises designed to develop basic communications skills for improving interpersonal relations. Each exercise--designed to be engaged in by teachers in dyads, triads, quadruples, or similar groups without the presence of a skilled leader--includes a statement of the problem, description of the skill…

  20. Communication Skills Training in the Medical Curriculum

    Directory of Open Access Journals (Sweden)

    Branet Partric

    2013-01-01

    Full Text Available 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 contributed to an increase in the number of law suits, non-adherence to medical regimens, and the tendency of patients to keep changing physicians and hospitals. Also, it has been shown that health outcome is positively affected by proper communication. This includes patient's satisfaction and cooperation, decrease in treatment duration, decrease in painkillers requirements, and decrease in hospital stay. Also, it has been shown that communication skills can be taught and important changes in physician's behavior and in their communication skills have been demonstrated after courses of communication skills. Thus, many medical colleges in the world are including communication skills courses in their undergraduate and graduate curricula

  1. Internal communication in corporate groups

    OpenAIRE

    Grzesik, Katarzyna

    2015-01-01

    This chapter is dedicated to internal communication in corporate groups. It discusses internal communication systems operating in the explored corporate groups and their significance for effective human resources management in those organisations. The chapter presents both the theoretical analysis based on the results of literature studies, and empirical research carried out in the explored groups. Narodowe Centrum Nauki Katarzyna Grzesik

  2. Communication skills of anesthesiologists: An Indian perspective

    OpenAIRE

    Mritunjay Kumar; Hari Har Dash; Rajiv Chawla

    2013-01-01

    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 f...

  3. Communicating to heterogeneous target groups

    DEFF Research Database (Denmark)

    Pedersen, Karsten

    very often have to communicate to rather heterogeneous target groups that have little more in common than a certain geographical habitat. That goes against most schoolbook teaching in the field of communication, but is none the less the terms with which that kind of communication has to live...

  4. Efficacy of an internet-based learning module and small-group debriefing on trainees' attitudes and communication skills toward patients with substance use disorders: results of a cluster randomized controlled trial.

    Science.gov (United States)

    Lanken, Paul N; Novack, Dennis H; Daetwyler, Christof; Gallop, Robert; Landis, J Richard; Lapin, Jennifer; Subramaniam, Geetha A; Schindler, Barbara A

    2015-03-01

    To examine whether an Internet-based learning module and small-group debriefing can improve medical trainees' attitudes and communication skills toward patients with substance use disorders (SUDs). In 2011-2012, 129 internal and family medicine residents and 370 medical students at two medical schools participated in a cluster randomized controlled trial, which assessed the effect of adding a two-part intervention to the SUDs curricula. The intervention included a self-directed, media-rich Internet-based learning module and a small-group, faculty-led debriefing. Primary study outcomes were changes in self-assessed attitudes in the intervention group (I-group) compared with those in the control group (C-group) (i.e., a difference of differences). For residents, the authors used real-time, Web-based interviews of standardized patients to assess changes in communication skills. Statistical analyses, conducted separately for residents and students, included hierarchical linear modeling, adjusted for site, participant type, cluster, and individual scores at baseline. The authors found no significant differences between the I- and C-groups in attitudes for residents or students at baseline. Compared with those in the C-group, residents, but not students, in the I-group had more positive attitudes toward treatment efficacy and self-efficacy at follow-up (Pgroup, residents in the I-group received higher scores on screening and counseling skills during the standardized patient interview at follow-up (P=.0009). This intervention produced improved attitudes and communication skills toward patients with SUDs among residents. Enhanced attitudes and skills may result in improved care for these patients.

  5. Efficacy of Polytechnic students’ Interpersonal Communication Skills

    Directory of Open Access Journals (Sweden)

    Zaharatul Akmar Ahmad Zainuddin

    2012-07-01

    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.

  6. Teaching Business Communication Skills: A Bibliography.

    Science.gov (United States)

    Sensenbaugh, Roger

    1993-01-01

    Presents annotations of 18 conference papers, books, curriculum guides, and conference proceedings that discuss teaching and assessing business communication skills. Notes that materials in the annotated bibliography were published between 1985 and 1992. (RS)

  7. Referential communication skills in children with Down Syndrome.

    Science.gov (United States)

    Maltese, A; Pepi, A; Scifo, L; Roccella, M

    2014-02-01

    The aim of this study was to investigate referential communication skills in children with Down Syndrome (DS). We studied the development of pragmatic language in relation to nonverbal skills by analyzing referential communication skills in children with DS, in both production and comprehension of referential messages: oriented and/or ambiguous, adequate (appropriate) and inadequate (inappropriate). The study population was 24 children: 12 with DS (mean age, 7.8 years) and 12 with normal development (control group) (mean age, 7.4 years). In the first phase (F1), all 24 children were administered a test to evaluate their nonverbal skills, followed in a second phase (F2) by a test to specifically evaluate their referential communication skills. A strong relationship between nonverbal and referential communication skills was found, in which the nonverbal skills contributed to variations in referential performance, especially among the children with DS. Furthermore, the children with DS showed better performance in the "talking" than the "listener" condition. Within the listener condition, a significant correlation emerged between adequate and inadequate messages. Referential communication skills are influenced by several verbal and nonverbal factors.

  8. Developing Communication Skills of EFL Teacher Trainees

    Directory of Open Access Journals (Sweden)

    Kadriye Dilek Akpınar

    2009-04-01

    Full Text Available 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’ ideas who did not take the course. This paper describes both the significance of effective communication skills and the benefits of the course for developing teacher trainees’ effective communication skills. The implementations and suggestions for teacher education has also been discussed.

  9. Assessing students' communication skills: validation of a global rating.

    Science.gov (United States)

    Scheffer, Simone; Muehlinghaus, Isabel; Froehmel, Annette; Ortwein, Heiderose

    2008-12-01

    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 validate a global rating scale. A Canadian instrument was translated to German and adapted to assess students' communication skills during an end-of-semester-OSCE. Subjects were second and third year medical students at the reformed track of the Charité-Universitaetsmedizin Berlin. Different groups of raters were trained to assess students' communication skills using the global rating scale. Validity testing included concurrent validity and construct validity: Judgements of different groups of raters were compared to expert ratings as a defined gold standard. Furthermore, the amount of agreement between scores obtained with this global rating scale and a different instrument for assessing communication skills was determined. Results show that communication skills can be validly assessed by trained non-expert raters as well as standardised patients using this instrument.

  10. Efficacy of Polytechnic Students' Interpersonal Communication Skills

    Science.gov (United States)

    Zainuddin, Zaharatul Akmar Ahmad; Selamat, Suzanah

    2012-01-01

    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…

  11. Communication skills in context: trends and perspectives.

    Science.gov (United States)

    van Dalen, Jan

    2013-09-01

    Doctor-patient communication has been well researched. Less is known about the educational background of communication skills training. Do we aim for optimal performance of skills, or rather attempt to help students become skilled communicators? An overview is given of the current view on optimal doctor-patient communication. Next we focus on recent literature on how people acquire skills. These two topics are integrated in the next chapter, in which we discuss the optimal training conditions. A longitudinal training design has more lasting results than incidental training. Assessment must be in line with the intended learning outcomes. For transfer, doctor-patient communication must be addressed in all stages of health professions training. Elementary insights from medical education are far from realised in many medical schools. Doctor-patient communication would benefit strongly from more continuity in training and imbedding in the daily working contexts of doctors. When an educational continuum is realised and attention for doctor-patient communication is embedded in the working context of doctors in training the benefits will be strong. Training is only a part of the solution. In view of the current dissatisfaction with doctor-patient communication a change in attitude of course directors is strongly called for. Copyright © 2013 Elsevier Ireland Ltd. All rights reserved.

  12. Communication Skills and Learning in Impaired Individuals

    Science.gov (United States)

    Eliöz, Murat

    2016-01-01

    The purpose of this study is to compare the communication skills of individuals with different disabilities with athletes and sedentary people and to examine their learning abilities which influence the development of communication. A total of 159 male subjects 31 sedentary, 30 visually impaired, 27 hearing impaired, 40 physically impaired and 31…

  13. An Evaluation of "Effective Communication Skills" Coursebook

    Science.gov (United States)

    Ahmed, Shameem

    2016-01-01

    In Communicative Language Teaching situation, role of material is not only important but also inevitable. In the traditional context of English teaching textbooks are considered the main source of materials. This paper will provide an evaluation of "Effective Communication Skills" ("ECS") coursebook that has been introduced as…

  14. Developing Communication Skills of EFL Teacher Trainees

    OpenAIRE

    Akpınar, Kadriye Dilek

    2009-01-01

    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’...

  15. Communication skills training curriculum for pulmonary and critical care fellows.

    Science.gov (United States)

    McCallister, Jennifer W; Gustin, Jillian L; Wells-Di Gregorio, Sharla; Way, David P; Mastronarde, John G

    2015-04-01

    The Accreditation Council for Graduate Medical Education requires physicians training in pulmonary and critical care medicine to demonstrate competency in interpersonal communication. Studies have shown that residency training is often insufficient to prepare physicians to provide end-of-life care and facilitate patient and family decision-making. Poor communication in the intensive care unit (ICU) can adversely affect outcomes for critically ill patients and their family members. Despite this, communication training curricula in pulmonary and critical care medicine are largely absent in the published literature. We evaluated the effectiveness of a communication skills curriculum during the first year of a pulmonary and critical care medicine fellowship using a family meeting checklist to provide formative feedback to fellows during ICU rotations. We hypothesized that fellows would demonstrate increased competence and confidence in the behavioral skills necessary for facilitating family meetings. We evaluated a 12-month communication skills curriculum using a pre-post, quasiexperimental design. Subjects for this study included 11 first-year fellows who participated in the new curriculum (intervention group) and a historical control group of five fellows who had completed no formal communication curriculum. Performance of communication skills and self-confidence in family meetings were assessed for the intervention group before and after the curriculum. The control group was assessed once at the beginning of their second year of fellowship. Fellows in the intervention group demonstrated significantly improved communication skills as evaluated by two psychologists using the Family Meeting Behavioral Skills Checklist, with an increase in total observed skills from 51 to 65% (P ≤ 0.01; Cohen's D effect size [es], 1.13). Their performance was also rated significantly higher when compared with the historical control group, who demonstrated only 49% of observed skills

  16. The relevance of communication skills to library services | Aliu ...

    African Journals Online (AJOL)

    The relevance of communication skills to library services. ... the importance, and the need for librarians to possess adequate skills for the achievement of ... delivery-in this case service delivery which is hinged on effective communication skills.

  17. Communication and Critical Thinking Skills

    Science.gov (United States)

    Simmons, Elizabeth H.

    2011-03-01

    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.

  18. [Communication skills for prenatal counselling].

    Science.gov (United States)

    Bitzer, J; Tschudin, S; Holzgreve, W; Tercanli, S

    2007-04-18

    Prenatal counselling is characterized by specific characteristics: A):The communication is about the values of the pregnant woman and her relationship with the child to be. B) The communication deals with patient's images and emotions. C) It is a communication about risks, numbers and statistics. D) Physician and patient deal with important ethical issues. In this specific setting of prenatal diagnosis and care physicians should therefore learn to apply basic principles of patient-centred communication with elements of non directive counselling, patient education and shared decision making. These elements are integrated into a process which comprises the following "steps": 1. Clarification of the patient's objectives and the obstetrician's mandate. 2. The providing of individualized information and education about prenatal tests and investigations. 3. Shared decision making regarding tests and investigations 4. Eventually Breaking (bad, ambivalent) news. 5. Caring for patients with an affected child.

  19. Communication from ST Group

    CERN Multimedia

    TS Department

    2008-01-01

    Please note that owing the preparations for the Open Days, the FM Group will not able to handle specific requests for waste collection from 2nd to 6th of April, nor removal or PC transport requests between the 31 March and 11 April. We kindly ask you to plan the collection of all types of waste and any urgent transport of office furniture or PCs before 31 March. Waste collection requests must be made by contacting FM Support on 77777 or at the e-mail address mailto:Fm.Support@cern.ch; removal of office furniture or PC transport requests must be made using the EDH ‘Transport request’ form (select "Removals" or "PC transport" from the drop-down menu). For any question concerning the sorting of waste, please consult the following web site: http://dechets-waste.web.cern.ch/dechets-waste/ Thank you for your understanding and collaboration. TS/FM Group

  20. Sources of variability in human communicative skills.

    Science.gov (United States)

    Volman, Inge; Noordzij, Matthijs L; Toni, Ivan

    2012-01-01

    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 complex collaborative activity.

  1. Communication skills of anesthesiologists: An Indian perspective.

    Science.gov (United States)

    Kumar, Mritunjay; Dash, Hari Har; Chawla, Rajiv

    2013-07-01

    Communication failure is a risk factor for mishaps and complaints, which can be reduced by effective communication between operating room team members and patients. 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. 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. 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. 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.

  2. Communication from ST Group

    CERN Multimedia

    TS Department

    2008-01-01

    In order to prepare the organization of the Open Days, please note that FM Group will not able to take into account either specific requests for waste collection from 2nd to 6th of April, either removal or PC transport requests between the 31st and the 11th of March. We kindly ask you to plan the collection of any type of waste and the urgent transport of office furniture or PC before the 31st of March. Waste collection requests shall be formulated contacting FM Support at 77777 or at the email address mailto:Fm.Support@cern.ch; removal of office furniture or PC transport requests must be made using the EDH ‘Transport request’ form selecting the "Removals" or the "PC transport" category from the drop-down menu. For any question concerning the waste sorting, please consult the following web address: http://dechets-waste.web.cern.ch/dechets-waste/. Thank you for your understanding and collaboration. TS/FM Group

  3. Communication from ST Group

    CERN Multimedia

    TS Department

    2008-01-01

    In order to prepare the organization of the Open Days, please note that FM Group will not able to take into account either specific requests for waste collection from 2nd to 6th of April, either removal or PC transport requests between the 31st and the 11th of March. We kindly ask you to plan the collection of any type of waste and the urgent transport of office furniture or PC before the 31st of March. Waste collection requests shall be formulated contacting FM Support at 77777 or at the email address mailto:Fm.Support@cern.ch; removal of office furniture or PC transport requests must be made using the EDH ‘Transport request’ form selecting the "Removals" or the "PC transport" category from the drop-down menu. For any question concerning the waste sorting, please consult the following web address: http://dechets-waste.web.cern.ch/dechets-waste/. Thank you for your understanding and collaboration. TS/FM Group

  4. The Impact of a Group Communication Course on Veterinary Medical Students' Perceptions of Communication Competence and Communication Apprehension.

    Science.gov (United States)

    Kedrowicz, April A

    2016-01-01

    This paper explores the impact of a group communication course on veterinary medical students' perceptions of communication competence and communication anxiety. Students enrolled in the Group Communication in Veterinary Medicine course completed the Personal Report of Communication Apprehension and the Communicative Competence Scale at the beginning (Time 1) and end (Time 2) of the semester. Results show that first-year veterinary students' self-perceptions of communication competence increased and their self-reported levels of communication apprehension decreased across multiple contexts from Time 1 to Time 2. This research provides support for experiential communication training fostering skill development and confidence.

  5. Design and validating the nurse-patient communication skills questionnaire

    Directory of Open Access Journals (Sweden)

    Saadat Marhamati

    2016-04-01

    Full Text Available 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 interpersonal communication skills, among nurses at Shiraz Educational Hospitals. Method: A mixed method (Qualitative, Quantitative was used in two phases. The first phase was designing a descriptive questionnaire for nurse-patient communication skills (consisting of “brain storming” and “Delphi quantitative Research Method”. The next phase was defining the validity and reliability of the questionnaire based on confirmatory factor analysis and Cronbach’s alpha. The target population for the first phase was 15 faculty members of Shiraz University of Medical Sciences and for the second phase, 130 members of nursing staff of both educational and private hospitals of Shiraz. The data were analyzed using SPSS 14 and LISREL software after fulfilling the questionnaires. Results: The findings of the study demonstrated the reliability of the nurse-patient communication skills questionnaires (α=0.810. Except for question No. 17, the others had a significant relationship with the agent based on their validity and T-value. Conclusion: Like other clinical skills, communication requires the theoretical knowledge, evaluation and practice. The findings of this study are the most important indicators from the nurses’ view point which can be assessed in terms of communication skills. These options, as demonstrated, had an acceptable reliability and validity.

  6. Resident Ratings of Communication Skills Using the Kalamazoo Adapted Checklist.

    Science.gov (United States)

    Porcerelli, John H; Brennan, Simone; Carty, Jennifer; Ziadni, Maisa; Markova, Tsveti

    2015-09-01

    The Kalamazoo Essential Elements Communication Checklist-Adapted (KEECC-A) is a well-regarded instrument for evaluating communication and interpersonal skills. To date, little research has been conducted that assesses the accuracy of resident self-ratings of their communication skills. To assess whether residents can accurately self-rate communication skills, using the KEECC-A, during an objective structured clinical examination (OSCE). A group of 104 residents from 8 specialties completed a multistation OSCE as part of an institutional communication skills curriculum conducted at a single institution. Standardized patients (SPs) and observers were trained in rating communication skills using the KEECC-A. Standardized patient ratings and resident self-ratings were completed immediately following each OSCE encounter, and trained observers rated archived videotapes of the encounters. Resident self-ratings and SP ratings using the KEECC-A were significantly correlated (r104  = 0.238, P = .02), as were resident self-ratings and observer ratings (r104  = 0.284, P = .004). The correlation between the SP ratings and observer (r104  = 0.378, P = .001) ratings were larger in magnitude, but not significantly different (P > .05) from resident/SP or resident/observer correlations. The results suggest that residents, with a modicum of training using the KEECC-A, can accurately rate their own communication and interpersonal skills during an OSCE. Using trained observers to rate resident communication skills provides a unique opportunity for evaluating SP and resident self-ratings. Our findings also lend further support for the reliability and validity of the KEECC-A.

  7. Assessment of dental students’ communication skills with patients

    Directory of Open Access Journals (Sweden)

    MAHTAB MEMARPOUR

    2016-01-01

    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

  8. The Investigation of Pre Service Teachers’ Perceived Communication Skills Level

    Directory of Open Access Journals (Sweden)

    Mehmet Arif ÖZERBAŞ

    2007-06-01

    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.

  9. Nonverbal communication skills in young children with autism.

    Science.gov (United States)

    Chiang, Chung-Hsin; Soong, Wei-Tsuen; Lin, Tzu-Ling; Rogers, Sally J

    2008-11-01

    The study was to examine nonverbal communication in young children with autism. 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. (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. 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.

  10. Impact of postgraduate training on communication skills teaching: a controlled study

    Science.gov (United States)

    2014-01-01

    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 them interactively during feedback. Methods We conducted a pre-post controlled study in which clinical supervisors took part to a faculty development program on teaching communication skills in clinical practice. Outcome measures were the number and type of residents’ communication skills identified by supervisors in three videotaped simulated resident-patient encounters and the number and type of communication skills discussed interactively with residents during three feedback sessions. Results 48 clinical supervisors (28 intervention group; 20 control group) participated. After the intervention, the number and type of communication skills identified did not differ between both groups. There was substantial heterogeneity in the number and type of communication skills identified. However, trained participants engaged in interactive discussions with residents on a significantly higher number of communication items (effect sizes 0.53 to 1.77); communication skills items discussed interactively included both structural and patient-centered elements that were considered important to be observed by expert teachers. Conclusions The faculty development programme did not increase the number of communication skills recognised by supervisors but was effective in increasing the number of communication issues discussed interactively in feedback sessions. Further research should explore the respective impact of accurate identification of communication skills and effective teaching

  11. Impact of postgraduate training on communication skills teaching: a controlled study.

    Science.gov (United States)

    Junod Perron, Noelle; Nendaz, Mathieu; Louis-Simonet, Martine; Sommer, Johanna; Gut, Anne; Cerutti, Bernard; van der Vleuten, Cees P; Dolmans, Diana

    2014-04-14

    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 them interactively during feedback. We conducted a pre-post controlled study in which clinical supervisors took part to a faculty development program on teaching communication skills in clinical practice. Outcome measures were the number and type of residents' communication skills identified by supervisors in three videotaped simulated resident-patient encounters and the number and type of communication skills discussed interactively with residents during three feedback sessions. 48 clinical supervisors (28 intervention group; 20 control group) participated. After the intervention, the number and type of communication skills identified did not differ between both groups. There was substantial heterogeneity in the number and type of communication skills identified. However, trained participants engaged in interactive discussions with residents on a significantly higher number of communication items (effect sizes 0.53 to 1.77); communication skills items discussed interactively included both structural and patient-centered elements that were considered important to be observed by expert teachers. The faculty development programme did not increase the number of communication skills recognised by supervisors but was effective in increasing the number of communication issues discussed interactively in feedback sessions. Further research should explore the respective impact of accurate identification of communication skills and effective teaching skills on achieving more effective communication

  12. How can Doctors Improve their Communication Skills?

    Science.gov (United States)

    Ranjan, Piyush; Kumari, Archana; Chakrawarty, Avinash

    2015-03-01

    The process of curing a patient requires a holistic approach which involves considerations beyond treating a disease. It warrants several skills in a doctor along with technical expertise. Studies have shown that good communication skill in a doctor improve patient's compliance and overall satisfaction. There are certain basic principles of practicing good communication. Patient listening, empathy, and paying attention to the paraverbal and non verbal components of the communication are the important ones that are frequently neglected. Proper information about the nature, course and prognosis of the disease is important. Besides, patients and attendants should always be explained about the necessity and yield of expensive investigations and risks/benefits involved in invasive procedures. One should be extremely cautious while managing difficult encounters and breaking bad news. Formal training of the doctors in improving communication skills is necessary and has proven to improve overall outcome. The authors recommend inclusion of formal training in communication skills in medical curriculum and training of practising doctors in the form of CMEs and CPEs.

  13. An Evaluation of Effective Communication Skills Coursebook

    Directory of Open Access Journals (Sweden)

    Shameem Ahmed

    2016-06-01

    Full Text Available In Communicative Language Teaching situation, role of material is not only important but also inevitable. In the traditional context of English teaching textbooks are considered the main source of materials. This paper will provide an evaluation of Effective Communication Skills (ECS coursebook that has been introduced as a pilot project implemented in 2011 by the Ministry of Higher Education, Malaysia. For the current study, data has been collected on the basis of materials study, and questionnaires. The qualitative analysis has been conducted with a total sample of around 214 students, and 3 instructors. The results show that in spite of some shortcomings, there is a general satisfaction about this textbook as it is exclusively produced by the local experts for the tertiary level. The study concludes with suggestions and recommendations for the improvement of the Effective Communication Skills. Keywords: Coursebook evaluation, communicative English, Pilot Project, ECS

  14. Communicative Skills: A Selected Bibliography

    Science.gov (United States)

    1992-06-01

    1990) Piaget , Gerald W., and Binkley, Barbara J. HOW TO COMMUNICATE UNDER PRESSURE: DEALING WITH DIFFICULT PEOPLE. 4th ed. Portola Valley: IAHB Press...Edward. DOES YOUR RESUME WEAR COMBAT BOOTS? Charlottesville: Blue Jeans Press, 1990. (HF5383 F57 1990) 10 Fliegel, Robert A. "Pentagonese, Be Gone...Harcourt Brace Jovanovich, 1981. Chap. 10: "A Guide to Research." (PE1408 W62 1981) QUESTIONNAIRES Converse, Jean M., and Presser, Stanley. SURVEY

  15. Communications Skills Project: What Really Went Wrong.

    Science.gov (United States)

    Onukaogu, C. E.; Olowu, C. O.

    A study examined the genesis or formation and operations of the Communication Skills Project (COMSKIP), whose primary aim was to revitalize the teaching and learning in the Use of English (UOE) curriculum in Nigeria. In the process of accessing the achievements of COMSKIP, there was limited synchronicity between the people who conceived of the…

  16. Attitudes of medical students toward communication skills learning in Western Saudi Arabia.

    Science.gov (United States)

    Alotaibi, Fawaz S; Alsaeedi, Abdullah

    2016-07-01

    To explore medical students' attitudes towards communication skills learning in Western Saudi Arabia and to examine impact of socio-demographic variables on the attitudes towards learning these skills.   In this cross-sectional study, sample of medical students were recruited from Taif University, Taif, Kingdom of Saudi Arabia during the second semester (January-May 2014). Participants were all year 2 (197 students) and year 5 (151 students). The study utilize the Communication Skills Attitude Scale (CSAS) to measure students' attitudes toward communication skills learning. The response rate was 93.9%.  The study showed that Taif medical students hold highly positive attitudes towards learning communication skills. Positive attitude score (PAS) was significantly higher in level 5 students, older age group.   Significant positive attitude toward learning communication skills clearly observed in target group. Students with more positive attitudes towards communication skills learning tended to be higher level and older age.

  17. Teaching Small Group Communication: The Do Good Project

    Science.gov (United States)

    Minei, Elizabeth M.

    2016-01-01

    This paper focuses on the parameters of a semester-long project called the "Do Good" project, geared towards developing small group communication skills in undergraduate students. This project highlights participation in a social engagement project that allows students to bridge concepts learned in small group communication lectures…

  18. Communication skills in ICU and adult hospitalisation unit nursing staff.

    Science.gov (United States)

    Ayuso-Murillo, D; Colomer-Sánchez, A; Herrera-Peco, I

    In this study researchers are trying to analyse the personality factors related to social skills in nurses who work in: Intensive Care Units, ICU, and Hospitalisation units. Both groups are from the Madrid Health Service (SERMAS). The present investigation has been developed as a descriptive transversal study, where personality factors in ICU nurses (n=29) and those from Hospitalisation units (n=40) were compared. The 16PF-5 questionnaire was employed to measure the personality factors associated with communication skills. The comparison of the personality factors associated to social skills, communication, in both groups, show us that nurses from ICU obtain in social receptivity: 5,6 (A+), 5,2 (C-), 6,2 (O+), 5,1 (H-), 5,3 (Q1-), and emotional control: 6,1 (B+), 5,9 (N+). Meanwhile the data doesn't adjust to the expected to emotional and social expressiveness, emotional receptivity and social control, there are not evidence. The personality factors associated to communication skills in ICU nurses are below those of hospitalisation unit nurses. The present results suggest the necessity to develop training actions, focusing on nurses from intensive care units to improve their communication social skills. Copyright © 2016 Sociedad Española de Enfermería Intensiva y Unidades Coronarias (SEEIUC). Publicado por Elsevier España, S.L.U. All rights reserved.

  19. Advanced communication skills: conflict management and persuasion.

    Science.gov (United States)

    Ang, Marigene

    2002-11-01

    There is an increasing need in the medical school curriculum to adequately prepare students for professionalism in the workplace. This senior seminar is a four-week course designed to develop fluency in handling conflict and negotiation as well as understanding the elements of persuasive communication. Students used the Meyers-Brigg Personality Inventory as a paradigm for understanding different communication styles. The class was piloted in October and November 2001 and consisted of four modules. In module one, each student was given the Meyers-Brigg Personality Inventory to take. Discussions and exercises provided insight into the student's own communication style as well as styles the individual student might find more problematic. The second module consisted of four sessions focusing on conflict management and negotiating skills. Students were given strategies for dealing with conflict as well as specific approaches for communicating with "difficult" patients. In the subsequent sessions, students had a chance to further incorporate these strategies by (1) discussing in a small-group setting a conflict situation that they had either witnessed or experienced in order to systematically evaluate how to incorporate conflict-management approaches into their particular communication style. (2) Role-playing four conflict situations students' were likely to encounter in their professional lives. Role-plays were videotaped and individual feedback was given immediately after the role-play by the observing students, the patient-actor, and the evaluator, who had been trained to give specific feedback on the conflict strategies. (3) Watching specific videotaped role-plays as a class allowed students to see and give feedback on particularly effective strategies that their colleagues used. The third module was devoted to giving bad news and ways that different people prefer to receive bad news, using the MBTI personality types as examples. The final module outlined the

  20. Communication skills and psychological training in oncology.

    Science.gov (United States)

    Razavi, D; Delvaux, N

    1997-07-01

    Preserving the best possible quality of life for cancer patients and their families has become a major goal in cancer care. However, the cumulative effect of stressors related to cancer care, many of which involve communicating with patients and relatives, may lead to the development of burnout in staff. Many health care professionals lack the psychosocial knowledge and communications skills needed to identify patients' problems because general professional training focuses on technical care. Teaching strategies known as psychological training programs (PTP) are therefore being developed to help improve health care professionals' sensitivity to communication problems with patients and relatives. Cognitive (e.g. theoretical information), experiential (e.g. case-history discussions), behavioural (e.g. role-playing exercise) and supportive (e.g. stressor identification) training techniques are used to teach the essential skills of good communication, i.e. listening, empathy, response to cues and appropriate use of reassurance. PTP range from one-day courses and residential workshops to full-time 1- or 2-year curricula. However, one of the main obstacles to implementing PTP is scepticism among health care professionals about its usefulness. Research on training effectiveness should therefore be developed to assess the impact of communication skills on quality of care and patients' quality of life.

  1. Communication skills of anesthesiologists: An Indian perspective

    Directory of Open Access Journals (Sweden)

    Mritunjay Kumar

    2013-01-01

    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.

  2. Communication skills of anesthesiologists: An Indian perspective

    Science.gov (United States)

    Kumar, Mritunjay; Dash, Hari Har; Chawla, Rajiv

    2013-01-01

    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. PMID:24106364

  3. Department Chairs' Perceptions of the Importance of Business Communication Skills.

    Science.gov (United States)

    Wardrope, William J.

    2002-01-01

    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,…

  4. Department Chairs' Perceptions of the Importance of Business Communication Skills.

    Science.gov (United States)

    Wardrope, William J.

    2002-01-01

    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,…

  5. Exploring dietitians' verbal and nonverbal communication skills for effective dietitian-patient communication.

    Science.gov (United States)

    Cant, R P; Aroni, R A

    2008-10-01

    Little is known about how dietitians conduct their communication with individual patients in the process of nutrition education. To study this issue, both practitioners' and patients' perceptions of dietitians' skills were examined in the first phase of a two-phase study. The resulting narratives were used to develop a questionnaire to survey Australian dietitians involved in clinical practice. A purposive sample of dietitians in one state (n = 46; 12%), working in hospital, community or private practice, and a quota of their adult patients (n = 34), were interviewed. In the second stage, Australian dietitians (n = 258; 16%) responded to a national survey in 2006, which asked about educational strategies, communication skills, and professional attributes. Descriptive statistics were used to compare response distributions, and nonparametric statistics were used to examine between-group relationships. Criterion for item acceptance was established as >or=70% agreement. Triangulation of results revealed strong agreement between data sources. Four main communication competencies were established: interpersonal communication skill, nonverbal communication, professional values, and counselling skill. There was no significant difference in practice by work category or experience. The communication competencies, together with 26 accompanying skills, are described. An understanding of this guide to communication practice might help enhance dietitian-patient relations.

  6. Residents' perceived needs in communication skills training across in- and outpatient clinical settings.

    Science.gov (United States)

    Junod Perron, Noelle; Sommer, Johanna; Hudelson, Patricia; Demaurex, Florence; Luthy, Christophe; Louis-Simonet, Martine; Nendaz, Mathieu; De Grave, Willem; Dolmans, Diana; Van der Vleuten, Cees

    2009-05-01

    Residents' perceived needs in communication skills training are important to identify before designing context-specific training programmes, since learrners' perceived needs can influence the effectiveness of training. To explore residents' perceptions of their training needs and training experiences around communication skills, and whether these differ between residents training in inpatient and outpatient clinical settings. Four focus groups (FG) and a self-administered questionnaire were conducted with residents working in in- and outpatient medical service settings at a Swiss University Hospital. Focus groups explored residents' perceptions of their communication needs, their past training experiences and suggestions for future training programmes in communication skills. Transcripts were analysed in a thematic way using qualitative analytic approaches. All residents from both settings were asked to complete a questionnaire that queried their sociodemographics and amount of prior training in communication skills. In focus groups, outpatient residents felt that communication skills were especially useful in addressing chronic diseases and social issues. In contrast, inpatient residents emphasized the importance of good communication skills for dealing with family conflicts and end-of-life issues. Felt needs reflected residents' differing service priorities: outpatient residents saw the need for skills to structure the consultation and explore patients' perspectives in order to build therapeutic alliances, whereas inpatient residents wanted techniques to help them break bad news, provide information and increase their own well-being. The survey's overall response rate was 56%. Its data showed that outpatient residents received more training in communication skills and more of them than inpatient residents considered communication skills training to be useful (100% vs 74%). Outpatient residents' perceived needs in communication skills were more patient

  7. Effects of continuing paediatric education in interpersonal communication skills.

    NARCIS (Netherlands)

    Dulmen, A.M. van; Holl, R.A.

    2000-01-01

    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

  8. Group Music Training and Children's Prosocial Skills.

    Directory of Open Access Journals (Sweden)

    E Glenn Schellenberg

    Full Text Available We investigated if group music training in childhood is associated with prosocial skills. Children in 3rd or 4th grade who attended 10 months of music lessons taught in groups were compared to a control group of children matched for socio-economic status. All children were administered tests of prosocial skills near the beginning and end of the 10-month period. Compared to the control group, children in the music group had larger increases in sympathy and prosocial behavior, but this effect was limited to children who had poor prosocial skills before the lessons began. The effect was evident even when the lessons were compulsory, which minimized the role of self-selection. The results suggest that group music training facilitates the development of prosocial skills.

  9. Development of a Comprehensive Communication Skills Curriculum for Pediatrics Residents.

    Science.gov (United States)

    Peterson, Eleanor B; Boland, Kimberly A; Bryant, Kristina A; McKinley, Tara F; Porter, Melissa B; Potter, Katherine E; Calhoun, Aaron W

    2016-12-01

    Effective communication is an essential element of medical care and a priority of medical education. Specific interventions to teach communication skills are at the discretion of individual residency programs. We developed the Resident Communication Skills Curriculum (RCSC), a formal curriculum designed to teach trainees the communication skills essential for high-quality practice. A multidisciplinary working group contributed to the development of the RCSC, guided by an institutional needs assessment, literature review, and the Accreditation Council for Graduate Medical Education core competencies. The result was a cohesive curriculum that incorporates didactic, role play, and real-life experiences over the course of the entire training period. Methods to assess curricular outcomes included self-reporting, surveys, and periodic faculty evaluations of the residents. Curricular components have been highly rated by residents (3.95-3.97 based on a 4-point Likert scale), and residents' self-reported communication skills demonstrated an improvement over the course of residency in the domains of requesting a consultation, providing effective handoffs, handling conflict, and having difficult conversations (intern median 3.0, graduate median 4.0 based on a 5-point Likert scale, P ≤ .002). Faculty evaluations of residents have also demonstrated improvement over time (intern median 3.0, graduate median 4.5 based on a 5-point Likert scale, P communication skills curriculum for pediatrics residents was implemented, with a multistep evaluative process showing improvement in skills over the course of the residency program. Positive resident evaluations and informal comments from faculty support its general acceptance. The use of existing resources makes this curriculum feasible.

  10. Patient-Centered Communication: Basic Skills.

    Science.gov (United States)

    Hashim, M Jawad

    2017-01-01

    Communication skills needed for patient-centered care include eliciting the patient's agenda with open-ended questions, especially early on; not interrupting the patient; and engaging in focused active listening. Understanding the patient's perspective of the illness and expressing empathy are key features of patient-centered communication. Understanding the patient's perspective entails exploring the patient's feelings, ideas, concerns, and experience regarding the impact of the illness, as well as what the patient expects from the physician. Empathy can be expressed by naming the feeling; communicating understanding, respect, and support; and exploring the patient's illness experience and emotions. Before revealing a new diagnosis, the patient's prior knowledge and preferences for the depth of information desired should be assessed. After disclosing a diagnosis, physicians should explore the patient's emotional response. Shared decision making empowers patients by inviting them to consider the pros and cons of different treatment options, including no treatment. Instead of overwhelming the patient with medical information, small chunks of data should be provided using repeated cycles of the "ask-tell-ask" approach. Training programs on patient-centered communication for health care professionals can improve communication skills.

  11. Communication skills: a prerequisite for leadership.

    Science.gov (United States)

    Linney, G E

    1995-07-01

    A man once said, "He who would be first among you, let him be your servant." I think he also would have said, "If you would be the leader of the troops in health care, you must be able to communicate." You must be a good listener, be able to facilitate conflict resolution, be a good interviewer, deal effectively with problem physicians and employees, speak effectively in front of an audience, and communicate well in writing. Do not assume that you are good at any of these skills because you went to medical school. All of us need improvement in these areas.

  12. Acquisition of communication skills in postgraduate training for general practice.

    NARCIS (Netherlands)

    Kramer, A.W.M.; Dusman, H.; Tan, L.; Jansen, J.J.M.; Grol, R.P.T.M.; Vleuten, C.P.M. van der

    2004-01-01

    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

  13. Efficacy of Multimedia Package in Communicative Skill in English

    Science.gov (United States)

    Singaravelu, G.

    2014-01-01

    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…

  14. Does a Rater's Professional Background Influence Communication Skills Assessment?

    Science.gov (United States)

    Artemiou, Elpida; Hecker, Kent G; Adams, Cindy L; Coe, Jason B

    2015-01-01

    There is increasing pressure in veterinary education to teach and assess communication skills, with the Objective Structured Clinical Examination (OSCE) being the most common assessment method. Previous research reveals that raters are a large source of variance in OSCEs. This study focused on examining the effect of raters' professional background as a source of variance when assessing students' communication skills. Twenty-three raters were categorized according to their professional background: clinical sciences (n=11), basic sciences (n=4), clinical communication (n=5), or hospital administrator/clinical skills technicians (n=3). Raters from each professional background were assigned to the same station and assessed the same students during two four-station OSCEs. Students were in year 2 of their pre-clinical program. Repeated-measures ANOVA results showed that OSCE scores awarded by the rater groups differed significantly: (F(matched_station_1) [2,91]=6.97, p=.002), (F(matched_station_2) [3,90]=13.95, p=.001), (F(matched_station_3) [3,90]=8.76, p=.001), and ((Fmatched_station_4) [2,91]=30.60, p=.001). A significant time effect between the two OSCEs was calculated for matched stations 1, 2, and 4, indicating improved student performances. Raters with a clinical communication skills background assigned scores that were significantly lower compared to the other rater groups. Analysis of written feedback provided by the clinical sciences raters showed that they were influenced by the students' clinical knowledge of the case and that they did not rely solely on the communication checklist items. This study shows that it is important to consider rater background both in recruitment and training programs for communication skills' assessment.

  15. Embedding Communication Skills for Future Financial Planners

    Directory of Open Access Journals (Sweden)

    L. Celeste Rossetto

    2010-12-01

    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.

  16. Communication skills: a new strategy for training

    Directory of Open Access Journals (Sweden)

    Shane A. Gordon

    1996-12-01

    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.

  17. From Communication Skills to Skillful Communication: A Longitudinal Integrated Curriculum for Critical Care Medicine Fellows.

    Science.gov (United States)

    Roze des Ordons, Amanda L; Doig, Christopher J; Couillard, Philippe; Lord, Jason

    2017-04-01

    Communication with patients and families in critical care medicine (CCM) can be complex and challenging. A longitudinal curricular model integrating multiple techniques within classroom and clinical milieus may facilitate skillful communication across diverse settings. In 2014-2015, the authors developed and implemented a curriculum for CCM fellows at the Cumming School of Medicine, University of Calgary, to promote the longitudinal development of skillful communication. A departmental needs assessment informed curriculum development. Five 4-hour classroom sessions were developed: basic communication principles, family meetings about goals and transitions of care, discussing patient safety incidents, addressing conflict, and offering organ donation. Teaching methods-including instructor-led presentations incorporating a consistent framework for approaching challenging conversations, simulation and clinical practice, and feedback from peers, trained facilitators, family members, and clinicians-supported integration of skills into the clinical setting and longitudinal development of skillful communication. Seven fellows participated during the first year of the curriculum. CCM fellows engaged enthusiastically in the program, commented that the framework provided was helpful, and highly valued the opportunity to practice challenging communication scenarios, learn from observing their peers, and receive immediate feedback. More detailed accounts of fellows', patients', and family members' experiences will be obtained to guide curricular development. The curriculum will be expanded to involve other members of the multidisciplinary intensive care unit team, and faculty education initiatives will be offered to enhance the quality of the feedback provided. The impact of the curriculum on initial skill development, retention, and progression will be assessed.

  18. Teaching Electronic Health Record Communication Skills.

    Science.gov (United States)

    Palumbo, Mary Val; Sandoval, Marie; Hart, Vicki; Drill, Clarissa

    2016-06-01

    This pilot study investigated nurse practitioner students' communication skills when utilizing the electronic health record during history taking. The nurse practitioner students (n = 16) were videotaped utilizing the electronic health record while taking health histories with standardized patients. The students were videotaped during two separate sessions during one semester. Two observers recorded the time spent (1) typing and talking, (2) typing only, and (3) looking at the computer without talking. Total history taking time, computer placement, and communication skills were also recorded. During the formative session, mean history taking time was 11.4 minutes, with 3.5 minutes engaged with the computer (30.6% of visit). During the evaluative session, mean history taking time was 12.4 minutes, with 2.95 minutes engaged with the computer (24% of visit). The percentage of time individuals spent changed over the two visits: typing and talking, -3.1% (P = .3); typing only, +12.8% (P = .038); and looking at the computer, -9.6% (P = .039). This study demonstrated that time spent engaged with the computer during a patient encounter does decrease with student practice and education. Therefore, students benefit from instruction on electronic health record-specific communication skills, and use of a simple mnemonic to reinforce this is suggested.

  19. Investigating the key factors in designing a communication skills program for medical students: A qualitative study

    Science.gov (United States)

    Mahdi Hazavehei, Seyyed M.; Moonaghi, Hossein Karimi; Moeini, Babak; Moghimbeigi, Abbas; Emadzadeh, Ali

    2015-01-01

    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 qualitative study. Forty-three participants were selected from the faculty, nurses, physicians, residents, and medical students at Mashhad University of Medical Sciences using purposive sampling. The data were collected through focus group discussions and semi-structured interviews. To ensure the accuracy of the data, the criteria of credibility, transferability, dependability, and conformability were met. The data were analyzed by MAXQDA software using the Graneheim & Lundman model. Results The findings of this study consisted of two main themes, i.e., “The vast nature of the present communication skills training” and “administrative requirements of the training program regarding communication skills.” The first theme included the educational needs of students, the problems associated with training people to have good communication skills, the importance of good communication skills in performing professional duties, communication skills and job requirements, the learning environment of communication skills, and the status of existing training programs for communication skills. Strategies and suitable methods for teaching communication skills and methods of evaluating the students in this regard also were obtained. Conclusion The findings of this study were the elements required to design a proper and local model to teach communication skills to medical students through analyzing the concepts of effective communication. The results of this study can be useful for medical

  20. Small Group Communication in the 1980's.

    Science.gov (United States)

    Neer, Michael R., Ed.

    1981-01-01

    This special edition of "Communication" brings together the work of nine leading scholars of small group communication. The following topics are discussed: (1) small group communication research in the 1980s; (2) unanswered questions in research on communication in the small group; (3) emerging trends in small group research; (4) structure in…

  1. Transfer of communication skills to the workplace: impact of a 38-hour communication skills training program designed for radiotherapy teams.

    Science.gov (United States)

    Merckaert, Isabelle; Delevallez, France; Gibon, Anne-Sophie; Liénard, Aurore; Libert, Yves; Delvaux, Nicole; Marchal, Serge; Etienne, Anne-Marie; Bragard, Isabelle; Reynaert, Christine; Slachmuylder, Jean-Louis; Scalliet, Pierre; Van Houtte, Paul; Coucke, Philippe; Razavi, Darius

    2015-03-10

    This study assessed the efficacy of a 38-hour communication skills training program designed to train a multidisciplinary radiotherapy team. Four radiotherapy teams were randomly assigned to a training program or a waiting list. Assessments were scheduled at baseline and after training for the training group and at baseline and 4 months later for the waiting list group. Assessments included an audio recording of a radiotherapy planning session to assess team members' communication skills and expression of concerns of patients with breast cancer (analyzed with content analysis software) and an adapted European Organisation for Research and Treatment of Cancer satisfaction with care questionnaire completed by patients at the end of radiotherapy. Two hundred thirty-seven radiotherapy planning sessions were recorded. Compared with members of the untrained teams, members of the trained teams acquired, over time, more assessment skills (P = .003) and more supportive skills (P = .050) and provided more setting information (P = .010). Over time, patients interacting with members of the trained teams asked more open questions (P = .022), expressed more emotional words (P = .025), and exhibited a higher satisfaction level regarding nurses' interventions (P = .028). The 38-hour training program facilitated transfer of team member learned communication skills to the clinical practice and improved patients' satisfaction with care. © 2015 by American Society of Clinical Oncology.

  2. Communication behaviours of skilled and less skilled oncologists: a validation study of the Medical Interaction Process System (MIPS).

    Science.gov (United States)

    Ford, Sarah; Hall, Angela

    2004-09-01

    The Medical Interaction Process System (MIPS) was originally developed in order to create a reliable observation tool for analysing doctor-patient encounters in the oncology setting. This paper reports a series of analyses carried out to establish whether the behaviour categories of the MIPS can discriminate between skilled and less skilled communicators. This involved the use of MIPS coded cancer consultations to compare the MIPS indices of 10 clinicians evaluated by an independent professional as skilled communicators with 10 who were considered less skilled. Eleven out of the 15 MIPS variables tested were able to distinguish the skilled from the less skilled group. Although limitations to the study are discussed, the results indicate that the MIPS has satisfactory discriminatory power and the results provide validity data that meet key objectives for developing the system. There is an ever-increasing need for reliable methods of assessing doctors' communication skills and evaluating medical interview teaching programmes.

  3. Evaluation of an interprofessional education communication skills initiative.

    Science.gov (United States)

    Solomon, P; Salfi, J

    2011-08-01

    Interprofessional education of pre-licensure students is viewed as an important precursor to developing healthcare professionals who are able to work collaboratively. This study conducted a program evaluation of an innovative interprofessional communication skills initiative which incorporated problem-based learning, cooperative learning and standardized patients. The communication skills session consisted of a three-hour, faculty facilitated, interactive format in which teams of five to eight students met to conduct an interview with a standardized patient and develop an interprofessional care plan. The program evaluation included measures of satisfaction, the Interprofessional Education Perception Scale (IEPS), the Readiness for Interprofessional Learning Scale (RIPLS), focus groups and individual interviews. A total of 96 students from medical, nursing, physiotherapy, occupational therapy, midwifery, physician assistant and pharmacy programs self-selected to participate in the evaluation. Students rated their satisfaction with the communications skills sessions highly. There were small but statistically significant changes pre- and post-session in the IEPS. Qualitative analyses revealed that students perceived that they had learned about each others' scope of practice and built confidence in their communication skills. The skill of the facilitator and preparation for the experience were perceived to promote the success. The demand for experiential events which provide students with the skills required to interact effectively in healthcare teams is likely to continue with the growing awareness of the need for interprofessional education. A learning experience which incorporates standardized patients and feedback from faculty facilitators can promote authentic interprofessional learning, and develop students' confidence to communicate in a team environment.

  4. Communication Skills among Different Classroom Management Styles Teachers

    Directory of Open Access Journals (Sweden)

    Teoh Sian Hoon

    2017-06-01

    Full Text Available The significance put in refining communication skills among teachers plays a central role in connecting students’ various knowledge. With that, classroom management styles with good communication skills become a major focus in achieving fundamental educational aims. Unfortunately, communication skills and management styles for classroom learning are always seen as isolated components. Hence, this study aims to investigate the communication skills used among teachers with different classroom management styles in Malaysia primary schools. This study attempts to achieve four objectives; namely, to examine the teachers’ level of communication skills in listening, ability to get message across, emotional management in the communication process, insight to the communication process and assertive communication; to investigate level of communication skills between male teacher and female teacher; to describe the percentages of the teachers with different classroom management styles; and to investigate the level of communication skills between different classroom management styles. This study employed the survey causal comparative research design that focuses on the quantitative approach. The respondents of this study were 70 primary school teachers who were randomly selected in the area of Perak, Malaysia. A questionnaire was administered in this survey with results showing that the teachers have their personal set of communication skills with different classroom management styles. Nevertheless, the analysis showed that there is no strong evidence that there is a significant difference in the communication skills based on gender. Results also revealed that there is a significant difference in communication skills between the two different categories of classroom management styles..

  5. Graduate Employability and Communication Competence: Are Undergraduates Taught Relevant Skills?

    Science.gov (United States)

    Clokie, Trish L.; Fourie, Elna

    2016-01-01

    This research establishes the role of communication education in employability by determining how employers of graduates view communication, identifying communication skills that employers view as relevant, and establishing whether these skills are included in communication courses. To achieve these aims, local businesses were surveyed, and the…

  6. Communicating geological hazards: assisting geoscientists in communication skills

    Science.gov (United States)

    Liverman, D. G. E.

    2009-04-01

    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.

  7. Factors contributing to communication skills development in cochlear implanted children

    Directory of Open Access Journals (Sweden)

    Ostojić Sanja

    2015-01-01

    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

  8. Factors contributing to communication skills development in cochlear implanted children.

    Science.gov (United States)

    Ostojić, Sanja; Djoković, Sanja; Radić-šestić, Marina; Nikolić, Mina; Mikić, Branka; Mirić, Danica

    2015-08-01

    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 (Cl) children. Special attention was focused on the influence of the duration and intensity of rehabilitation and hearing age on further development of communication skills. 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. 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. 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 implantation lead to delayed development of communication

  9. Group Activities in Task-based Communicative Classroom

    Institute of Scientific and Technical Information of China (English)

    邓一琳; 王宇澄

    2005-01-01

    In a task-based communicative classroom, group activities are effective ways to devdop students' 4 basic language skills. However, not all group activities can reach the expected results. English teachers should pay attention to some aspects in organizing a classroom group activity.

  10. The Effect of Communication Skills and Interpersonal Problem Solving Skills on Social Self-Efficacy

    Science.gov (United States)

    Erozkan, Atilgan

    2013-01-01

    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…

  11. Written Communication Skills for Scientists and Engineers

    Science.gov (United States)

    Narayanan, M.

    2016-12-01

    Lord Chancellor, Francis Bacon of England said: Reading maketh a full man; conference a ready man; and writing an exact man. Even after his death, Francis Bacon remained extremely influential through his works, especially as philosophical advocate and practitioner of the scientific method during the scientific revolution. Written communication skills are extremely important for scientists and engineers because it helps them to achieve their goals effectively and meet stipulated deadlines according to a pre-established schedule. Richard Arum and Josipa Roksa claim that American students are learning very little during their first two years of college (Arum and Roksa, 2011). Written communication involves expressing yourself clearly, using language with precision; constructing a logical argument; taking notes; editing and summarizing; and writing reports. There are three main elements to written communication. First and foremost is the structure because this in principle outlines clearly the way the entire content is laid out. Second, the style which primarily indicates the way it is written and how communication is made effective and vibrant. Third, the content which should document in complete detail, what you are writing about. Some researchers indicate that colleges and universities are failing to prepare the students to meet the demanding challenges of the present day workforce and are struggling to maintain an international status (Johnson, K. 2013). In this presentation, the author provides some guidelines to help students improve their written communication skills. References: Johnson, Kristine (2013) "Why Students Don't Write: Educating in the Era of Credentialing: Academically Adrift: Limited Learning on College Campuses," Conversations on Jesuit Higher Education: Vol. 43, Article 9. Available at: http://epublications.marquette.edu/conversations/vol43/iss1/9 Arum, Richard and Roksa, Josipa (2011) Academically Adrift: Limited Learning on College Campuses

  12. [The effect of a scenario-based simulation communication course on improving the communication skills of nurses].

    Science.gov (United States)

    Huang, Ya-Hsuan; Hsieh, Suh-Ing; Hsu, Li-Ling

    2014-04-01

    Limited disease knowledge is frequently the cause of disease-related anxiety in myocardial infarction patients. The ability to communicate effectively serves multiple purposes in the professional nursing practice. By communicating effectively with myocardial infarction patients, nurses may help reduce their anxiety by keeping them well informed about their disease and teaching them self-care strategies. This research evaluates the communication skills of nurses following scenario-based simulation education in the context of communication with myocardial infarction patients. This study used an experimental design and an educational intervention. The target population comprised nurses of medicine (clinical qualified level N to N2 for nursing) working at a municipal hospital in Taipei City, Taiwan. A total 122 participants were enrolled. Stratified block randomization divided participants into an experimental group and a control group. The experimental group received clinical scenario-based simulation education for communication. The control group received traditional class-based education for communication. Both groups received a pre-test and a Communication Skills Checklist post-test assessment. Results were analyzed using SPSS 17.0 for Windows software. A t-test showed significant increases in communication skills (p communication skills following the education intervention. The results indicate that clinical scenario-based simulation education for communication is significantly more effective than traditional class-based education in enhancing the ability of nurses to communicate effectively with myocardial infarction patients.

  13. Listen to Me Listen to You: A Step-By-Step Guide to Communication Skills Training

    Science.gov (United States)

    Kotzman, Mandy; Kotzman, Anne

    2008-01-01

    This step-by-step guide is a companion to the popular "Listen to Me, Listen to You: A Practical Guide to Self-Awareness, Communication Skills and Conflict Management" (New Expanded Edition, Penguin Books, 2007). It is designed for use by anyone working in communication skills and personal development training. Resource material is grouped under…

  14. Teaching and Assessing Communication Skills in Medical Undergraduate Training.

    Science.gov (United States)

    Modi, Jyoti Nath; Anshu, -; Chhatwal, Jugesh; Gupta, Piyush; Singh, Tejinder

    2016-06-08

    Good communication skills are essential for an optimal doctor-patient relationship, and also contribute to improved health outcomes. Although the need for training in communication skills is stated as a requirement in the 1997 Graduate Medical Education Regulations of the Medical Council of India, formal training in these skills has been fragmentary and non-uniform in most Indian curricula. The Vision 2015 document of the Medical Council of India reaffirms the need to include training in communication skills in the MBBS curriculum. Training in communication skills needs approaches which are different from that of teaching other clinical subjects. It is also a challenge to ensure that students not only imbibe the nuances of communication and interpersonal skills, but adhere to them throughout their careers. This article addresses the possible ways of standardizing teaching and assessment of communication skills and integrating them into the existing curriculum.

  15. Effects of peer review on communication skills and learning motivation among nursing students.

    Science.gov (United States)

    Yoo, Moon Sook; Chae, Sun-Mi

    2011-04-01

    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.

  16. Expectations of Graduate Communication Skills in Professional Veterinary Practice.

    Science.gov (United States)

    Haldane, Sarah; Hinchcliff, Kenneth; Mansell, Peter; Baik, Chi

    2016-09-30

    Good communication skills are an important entry-level attribute of graduates of professional degrees. The inclusion of communication training within the curriculum can be problematic, particularly in programs with a high content load, such as veterinary science. This study examined the differences between the perceptions of students and qualified veterinarians with regards to the entry-level communication skills required of new graduates in clinical practice. Surveys were distributed to students in each of the four year levels of the veterinary science degree at the University of Melbourne and to recent graduates and experienced veterinarians registered in Victoria, Australia. Respondents were asked to rank the relative importance of six different skill sets: knowledge base; medical and technical skills; surgical skills; verbal communication and interpersonal skills; written communication skills; and critical thinking and problem solving. They were then asked to rate the importance of specific communication skills for new graduate veterinarians. Veterinarians and students ranked verbal communication and interpersonal skills as the most important skill set for an entry-level veterinarian. Veterinarians considered many new graduates to be deficient in these skills. Students often felt they lacked confidence in this area. This has important implications for veterinary educators in terms of managing the expectations of students and improving the delivery of communication skills courses within the veterinary curriculum.

  17. The Written Communication Skills That Matter Most for Accountants

    Science.gov (United States)

    Riley, Tracey J.; Simons, Kathleen A.

    2016-01-01

    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…

  18. The Written Communication Skills That Matter Most for Accountants

    Science.gov (United States)

    Riley, Tracey J.; Simons, Kathleen A.

    2016-01-01

    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…

  19. What Communication Skills Do Employers Want? Silicon Valley Recruiters Respond

    Science.gov (United States)

    Stevens, Betsy

    2005-01-01

    The purpose of this study was to analyze the satisfaction levels of Silicon Valley employers with the communication skills of newly hired college graduates. Employers reported that oral and written communication skills needed improvement in several areas, including the use of vocabulary and self-expression. College graduates' skills are not always…

  20. Evaluating veterinary practitioner perceptions of communication skills and training.

    Science.gov (United States)

    McDermott, M P; Cobb, M A; Tischler, V A; Robbé, I J; Dean, R S

    2017-03-25

    A survey was conducted among veterinary practitioners in the UK and the USA in 2012/2013. Thematic analysis was used to identify underlying reasons behind answers to questions about the importance of communication skills and the desire to participate in postgraduate communication skills training. Lack of training among more experienced veterinary surgeons, incomplete preparation of younger practitioners and differences in ability to communicate all contribute to gaps in communication competency. Barriers to participating in further communication training include time, cost and doubts in the ability of training to provide value. To help enhance communication ability, communication skills should be assessed in veterinary school applicants, and communication skills training should be more thoroughly integrated into veterinary curricula. Continuing education/professional development in communication should be part of all postgraduate education and should be targeted to learning style preferences and communication needs and challenges through an entire career in practice.

  1. Determining Recommendations for Improvement of Communication Skills Training in Dental Education: A Scoping Review.

    Science.gov (United States)

    Ayn, Caitlyn; Robinson, Lynne; Nason, April; Lovas, John

    2017-04-01

    Professional communication skills have a significant impact on dental patient satisfaction and health outcomes. Communication skills training has been shown to improve the communication skills of dental students. Therefore, strengthening communication skills training in dental education shows promise for improving dental patient satisfaction and outcomes. The aim of this study was to facilitate the development of dental communication skills training through a scoping review with compilation of a list of considerations, design of an example curriculum, and consideration of barriers and facilitators to adoption of such training. A search to identify studies of communication skills training interventions and programs was conducted. Search queries were run in three databases using both text strings and controlled terms (MeSH), yielding 1,833 unique articles. Of these, 35 were full-text reviewed, and 17 were included in the final synthesis. Considerations presented in the articles were compiled into 15 considerations. These considerations were grouped into four themes: the value of communication skills training, the role of instructors, the importance of accounting for diversity, and the structure of communication skills training. An example curriculum reflective of these considerations is presented, and consideration of potential barriers and facilitators to implementation are discussed. Application and evaluation of these considerations are recommended in order to support and inform future communication skills training development.

  2. Interactive Multimedia Package in Ameliorating Communicative Skill in English

    Science.gov (United States)

    Singaravelu, G.

    2011-01-01

    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…

  3. Communication Skills in Employment Ads of Major United States Newspapers.

    Science.gov (United States)

    Casady, Mona; Wayne, F. Stanford

    1993-01-01

    All employment ads in 20 U.S. newspapers were analyzed 3 times in a year for percentage specifying communication skills. A total of 10% required communication skills, most in the eastern region; percentage increased during the year. Most frequently requested were telephone, report/technical writing, international communication, negotiation,…

  4. Evaluating IMU communication skills training programme: assessment tool development.

    Science.gov (United States)

    Yeap, R; Beevi, Z; Lukman, H

    2008-08-01

    This article describes the development of four assessment tools designed to evaluate the communication skills training (CST) programme at the International Medical University (IMU). The tools measure pre-clinical students' 1) perceived competency in basic interpersonal skills, 2) attitude towards patient-centred communication, 3) conceptual knowledge on doctor-patient communication, and 4) acceptance of the CST programme.

  5. Communication Skills in Medical Education: An Integrated Approach

    Science.gov (United States)

    Bennett, Kellie; Lyons, Zaza

    2011-01-01

    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…

  6. Communication Skills in Medical Education: An Integrated Approach

    Science.gov (United States)

    Bennett, Kellie; Lyons, Zaza

    2011-01-01

    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…

  7. Communication Skills Training in Pediatric Oncology: Moving Beyond Role Modeling.

    Science.gov (United States)

    Feraco, Angela M; Brand, Sarah R; Mack, Jennifer W; Kesselheim, Jennifer C; Block, Susan D; Wolfe, Joanne

    2016-06-01

    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.

  8. Assessors for communication skills: SPs or healthcare professionals?

    Science.gov (United States)

    Liew, Siaw-Cheok; Dutta, Susmita; Sidhu, Jagmohni Kaur; De-Alwis, Ranjit; Chen, Nicole; Sow, Chew-Fei; Barua, Ankur

    2014-07-01

    The complexity of modern medicine creates more challenges for teaching and assessment of communication skills in undergraduate medical programme. This research was conducted to study the level of communication skills among undergraduate medical students and to determine the difference between simulated patients and clinical instructors' assessment of communication skills. This comparative study was conducted for three months at the Clinical Skills and Simulation Centre of the International Medical University in Malaysia. The modified Calgary-Cambridge checklist was used to assess the communication skills of 50 first year and 50 second year medical students (five-minutes pre-recorded interview videos on the scenario of sore throat). These videos were reviewed and scored by simulated patients (SPs), communication skills instructors (CSIs) and non-communication skills instructors (non-CSIs). Better performance was observed among the undergraduate medical students, who had formal training in communication skills with a significant difference in overall scores detected among the first and second year medical students (p = 0.0008). A non-significant difference existed between the scores of SPs and CSIs for Year 1 (p = 0.151). The SPs could be trained and involved in assessment of communication skills. Formal training in communication skills is necessary in the undergraduate medical programme.

  9. Counselling Communication Skills: Its Place In The Training ...

    African Journals Online (AJOL)

    Counselling Communication Skills: Its Place In The Training Programme Of A ... This article overviews three extremely important skills within the training of a ... Effective counselling can assist in resolving problems before they get out of control.

  10. Art Appreciation for Developing Communication Skills among Preschool Children

    Directory of Open Access Journals (Sweden)

    Matjaž Duh

    2016-01-01

    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.

  11. Teaching Small Group Communication: A Do Good Project

    Directory of Open Access Journals (Sweden)

    Elizabeth M. Minei, PhD

    2016-08-01

    Full Text Available This paper focuses on the parameters of a semester-long project called the “Do Good” project, geared towards developing small group communication skills in undergraduate students. This project highlights participation in a social engagement project that allows students to bridge concepts learned in small group communication lectures (e.g., team dynamics, project management, conflict resolution, decision making, leadership with community outreach. Included are an overview of the project, and examples for how each component both challenges students’ ability to communicate in groups and provides motivation that foster students’ ability to link in-class knowledge with practical, real world application.

  12. The Effect of Training on Communication Skills of Child’s Nurse through Role-playing

    Directory of Open Access Journals (Sweden)

    Mahdiye Razi

    2015-10-01

    The results showed there was no significant difference between the two groups in the mean score of nurses' verbal and non verbal communication skills before the intervention (verbal :P=0.302, non verbal :P=0.795. But after the intervention, the mean score of nurses' verbal and nonverbal communication skills in the experimental group were statistically significant and higher than those in the control group (P

  13. The implementation and evaluation of a communication skills training program for oncology nurses.

    Science.gov (United States)

    Banerjee, Smita C; Manna, Ruth; Coyle, Nessa; Penn, Stacey; Gallegos, Tess E; Zaider, Talia; Krueger, Carol A; Bialer, Philip A; Bylund, Carma L; Parker, Patricia A

    2017-02-16

    Many nurses express difficulty in communicating with their patients, especially in oncology settings where there are numerous challenges and high-stake decisions during the course of diagnosis and treatment. Providing specific training in communication skills is one way to enhance the communication between nurses and their patients. We developed and implemented a communication skills training program for nurses, consisting of three teaching modules: responding empathically to patients; discussing death, dying, and end-of-life goals of care; and responding to challenging interactions with families. Training included didactic and experiential small group role plays. This paper presents results on program evaluation, self-efficacy, and behavioral demonstration of learned communication skills. Three hundred forty-two inpatient oncology nurses participated in a 1-day communication skills training program and completed course evaluations, self-reports, and pre- and post-standardized patient assessments. Participants rated the training favorably, and they reported significant gains in self-efficacy in their ability to communicate with patients in various contexts. Participants also demonstrated significant improvement in several empathic skills, as well as in clarifying skill. Our work demonstrates that implementation of a nurse communication skills training program at a major cancer center is feasible and acceptable and has a significant impact on participants' self-efficacy and uptake of communication skills.

  14. Lost in translation: Cultural divides in communication skills teaching identified in the ICCH 2016 student symposium.

    Science.gov (United States)

    Schopper, Heather K; Mohamed, Nasteha A; Seegel, Max; Gorina, Kseniya; Silverman, Jonathan; Rosenbaum, Marcy

    2017-11-01

    To provide a platform for learners' voices at an international conference on communication in healthcare. A group of medical students were invited to explore their experiences with communication skills learning at a symposium at the 2016 International Conference on Communication in Healthcare in Heidelberg, DE. Students from the US, Denmark, Germany, and Russia discussed their experiences with communication skills curriculum at their institutions. We identified divides that have challenged our ability to develop and maintain strong communication skills: 1) valuation of communication skills vs. other topics, 2) curricular theory vs. practice, 3) evaluation vs. feedback, 4) preclinical vs. clinical learning, and 5) the medical student vs. practicing clinician role. The points of transition we identified on the road of communication skills teaching highlight opportunities to strengthen the educational experience for students. Without an effort to address these divides, however, our communication skills may be lost in translation. Students value communication skills teaching during their medical education and there are opportunities to translate this to countries that currently lack robust curricula and to the real-life post-graduate setting. Support is necessary from students, teachers, and administrators, and focus on translation of skills during role transitions is needed. Copyright © 2017 Elsevier B.V. All rights reserved.

  15. Medical School Hotline: Developing communication skills for leading family meetings.

    Science.gov (United States)

    Inaba, Michiko; Bell, Christina; Tamura, Bruce; Kasuya, Richard; Masaki, Kamal

    2011-06-01

    Good clinician-family communication is essential for the provision of high-quality patient care. Families rate the communication skills of clinicians as critical clinical skills. However, there has been no structured training of fellow communication skills while leading family meetings in the University of Hawai'i Geriatric Medicine Fellowship Program. Effective training to develop communication skills with families will better prepare Geriatric Medicine fellows for this important task, and ultimately improve the quality of care they provide to these patients and patients' families.

  16. Compassionate Options for Pediatric EMS (COPE): Addressing Communication Skills.

    Science.gov (United States)

    Calhoun, Aaron W; Sutton, Erica R H; Barbee, Anita P; McClure, Beth; Bohnert, Carrie; Forest, Richard; Taillac, Peter; Fallat, Mary E

    2017-01-01

    Each year, 16,000 children suffer cardiopulmonary arrest, and in one urban study, 2% of pediatric EMS calls were attributed to pediatric arrests. This indicates a need for enhanced educational options for prehospital providers that address how to communicate to families in these difficult situations. In response, our team developed a cellular phone digital application (app) designed to assist EMS providers in self-debriefing these events, thereby improving their communication skills. The goal of this study was to pilot the app using a simulation-based investigative methodology. Video and didactic app content was generated using themes developed from a series of EMS focus groups and evaluated using volunteer EMS providers assessed during two identical nonaccidental trauma simulations. Intervention groups interacted with the app as a team between assessments, and control groups debriefed during that period as they normally would. Communication performance and gap analyses were measured using the Gap-Kalamazoo Consensus Statement Assessment Form. A total of 148 subjects divided into 38 subject groups (18 intervention groups and 20 control groups) were assessed. Comparison of initial intervention group and control group scores showed no statistically significant difference in performance (2.9/5 vs. 3.0/5; p = 0.33). Comparisons made during the second assessment revealed a statistically significant improvement in the intervention group scores, with a moderate to large effect size (3.1/5 control vs. 4.0/5 intervention; p communication abilities) present in both control and intervention groups (p = 0.515) at the initial assessment. This gap persisted in the control group at the time of the second assessment (-0.8), but was significantly reduced (0.04) in the intervention group (p = 0.013, r = 0.41, absolute value). These results suggest that an EMS-centric app containing guiding information regarding compassionate communication skills can be effectively used by EMS

  17. Assessing Nonverbal Communication Skills through Video Recording and Debriefing of Clinical Skill Simulation Exams

    Science.gov (United States)

    Heinerichs, Scott; Cattano, Nicole M.; Morrison, Katherine E.

    2013-01-01

    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…

  18. Assessing Nonverbal Communication Skills through Video Recording and Debriefing of Clinical Skill Simulation Exams

    Science.gov (United States)

    Heinerichs, Scott; Cattano, Nicole M.; Morrison, Katherine E.

    2013-01-01

    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…

  19. A comparison of students' self-assessments with faculty evaluations of their communication skills.

    Science.gov (United States)

    Lundquist, Lisa M; Shogbon, Angela O; Momary, Kathryn M; Rogers, Hannah K

    2013-05-13

    To compare students' self-assessment of their communication skills with faculty members' formal evaluation of their skills in a therapeutics course. Over a 3-year period, faculty members evaluated second-year pharmacy students' communication skills as part of a requirement in a therapeutics course. Immediately following an individual oral assessment and again following a group oral assessment, students self-assessed their communication skills using the same rubric the faculty members had used. Students' self-assessments were then compared with faculty members' evaluation of students' communication skills. Four hundred one (97.3%) students consented to participate in this study. Faculty evaluation scores of students for both the individual and group oral assessments were significantly higher than students' self-assessment scores. Students' self-assessment scores of their communication skills increased from the individual to the group oral assessment. Students' self-assessments of communication skills were consistently lower than faculty members' evaluations. Greater use of oral assessments throughout the pharmacy curriculum may help to improve students' confidence in and self-assessment of their communication skills.

  20. Effects of continuing paediatric education in interpersonal communication skills.

    NARCIS (Netherlands)

    Dulmen, A.M. van; Holl, R.A.

    2000-01-01

    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

  1. A model for communication skills assessment across the undergraduate curriculum.

    Science.gov (United States)

    Rider, Elizabeth A; Hinrichs, Margaret M; Lown, Beth A

    2006-08-01

    Physicians' interpersonal and communication skills have a significant impact on patient care and correlate with improved healthcare outcomes. Some studies suggest, however, that communication skills decline during the four years of medical school. Regulatory and other medical organizations, recognizing the importance of interpersonal and communication skills in the practice of medicine, now require competence in communication skills. Two challenges exist: to select a framework of interpersonal and communication skills to teach across undergraduate medical education, and to develop and implement a uniform model for the assessment of these skills. The authors describe a process and model for developing and institutionalizing the assessment of communication skills across the undergraduate curriculum. Consensus was built regarding communication skill competencies by working with course leaders and examination directors, a uniform framework of competencies was selected to both teach and assess communication skills, and the framework was implemented across the Harvard Medical School undergraduate curriculum. The authors adapted an assessment framework based on the Bayer-Fetzer Kalamazoo Consensus Statement adapted a patient and added and satisfaction tool to bring patients' perspectives into the assessment of the learners. The core communication competencies and evaluation instruments were implemented in school-wide courses and assessment exercises including the first-year Patient-Doctor I Clinical Assessment, second-year Objective Structured Clinical Exam (OSCE), third-year Patient-Doctor III Clinical Assessment, fourth-year Comprehensive Clinical Practice Examination and the Core Medicine Clerkships. Faculty were offered workshops and interactive web-based teaching to become familiar with the framework, and students used the framework with repeated opportunities for faculty feedback on these skills. A model is offered for educational leaders and others who are involved

  2. Group communication in Amoeba and its applications

    Science.gov (United States)

    Kaashoek, M. F.; Tanenbaum, A. S.; Verstoep, K.

    1993-09-01

    Unlike many other operating systems, Amoeba is a distributed operating system that provides group communication (i.e. one-to-many communication). The authors discuss design issues for group communication, Amoeba's group system calls, and the protocols to implement group communication. To demonstrate that group communication is a useful abstraction, they describe a design and implementation of a fault-tolerant directory service. They discuss two versions of the directory service: one with non-volatile RAM (NVRAM) and one without NVRAM. They give performance figures for both implementations.

  3. Teaching communication skills and medical ethics to undergraduate medical student

    Directory of Open Access Journals (Sweden)

    SADIA AHSIN

    2013-07-01

    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.

  4. An Experimental Study towards Young Adults: Communication Skills Education

    Science.gov (United States)

    Guclu, Sultan

    2016-01-01

    Problem Statement: Located in each discipline, communication also bears a huge importance in the health sector. Communication with patients and relatives require more moderate and friendly because of their sensitive situation. Developing communication skills of students in health sciences will be able to communicate effectively with patients. In…

  5. [Communication skills: a preventive factor in Burnout syndrome in health professionals].

    Science.gov (United States)

    Leal-Costa, C; Díaz-Agea, J L; Tirado-González, S; Rodríguez-Marín, J; van-der Hofstadt, C J

    2015-01-01

    Health professionals are a group that suffers high levels of job stress and burnout. The aim of this study is to demonstrate empirically that the healthcare count on communication skills helps prevent Burnout Syndrome. An observational, analytical, cross-sectional study was proposed, involving a sample of 927 health professionals (197 doctors, 450 nurses and 280 auxiliary nurses). Participants completed questionnaires measuring communication skills in health care (EHC-PS) and the Maslach Burnout Inventory Human Services Survey (MBI-HSS). A negative and statistically significant correlation between the different dimensions of communication skills and emotional exhaustion and depersonalization dimensions of burnout was obtained. On the other hand, a positive and statistically significant correlation between the dimensions of communication skills and the personal accomplishment dimension of burnout was observed. It was shown that the communication skills of health professionals provide protection from and cushion Burnout Syndrome.

  6. Validation: A Family-Centered Communication Skill.

    Science.gov (United States)

    Harvey, Pat; Ahmann, Elizabeth

    2016-01-01

    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.

  7. Couples Communication Skills and Anxiety of Pregnancy: A Narrative Review

    Science.gov (United States)

    Malary, Mina; Shahhosseini, Zohreh; Pourasghar, Mehdi; Hamzehgardeshi, Zeinab

    2015-01-01

    Background: physical problems during pregnancy including Anxiety disorders form a large share of health problems. On the other hand, healthy relationship and communication skills are vital to raise a family. For couples who enjoy communication skills, parenthood will be the best and most pleasant experiences in their lives. High levels of positive communication will lead to couples and their children’s mental health and couples’ good relationship can have a protective effect against stressors including anxiety of pregnancy. The current study reviewed the studies on the relationship between communication skills and the anxiety of pregnancy. Methods: The current study is a review where the researcher browsed the available databases like Google Scholar, Pubmed, Magiran, SID, and Science Direct and using key words of Communication skills, marital satisfaction, and the anxiety of pregnancy, & the researcher has searched the articles of 2000-2014 & read 150 abstracts & 93 full papers and ultimately, chose 50 to write this study. Results: By reviewing the findings literature in three general categories as Communication Skills as the Significant Component to Get Marital Satisfaction, Improving Marital Satisfaction as Pregnancy Anxiety Reducing Factor, and Communication Skills Quality as Component Influencing Pregnancy Anxiety. Conclusions: Having communication skills will lead to promotion of marital satisfaction and increased mental health in life. It is, therefore, recommended that communication skills be trained in routine programs for pre-marriage counseling, pre-pregnancy cares and pregnancy so that the mental health of community can be improved. PMID:26543425

  8. Vocational trainees' views and experiences regarding the learning and teaching of communication skills in general practice.

    Science.gov (United States)

    Van Nuland, Marc; Thijs, Gabie; Van Royen, Paul; Van den Noortgate, Wim; Goedhuys, Jo

    2010-01-01

    To explore the views and experiences of general practice (GP) vocational trainees regarding communication skills (CS) and the teaching and learning of these skills. A purposive sample of second and third (final) year GP trainees took part in six focus group (FG) discussions. Transcripts were coded and analysed in accordance with a grounded theory approach by two investigators using Alas-ti software. Finally results were triangulated by means of semi-structured telephone interviews. The analysis led to three thematic clusters: (1) trainees acknowledge the essential importance of communication skills and identified contextual factors influencing the learning and application of these skills; (2) trainees identified preferences for learning and receiving feedback on their communication skills; and (3) trainees perceived that the assessment of communication skills is subjective. These themes are organised into a framework for a better understanding of trainees' communication skills as part of their vocational training. The framework helps in leading to a better understanding of the way in which trainees learn and apply communication skills. The unique context of vocational training should be taken into account when trainees' communication skills are assessed. The teaching and learning should be guided by a learner-centred approach. The framework is valuable for informing curricular reform and future research.

  9. Relationship between burnout and communication skill training among Japanese hospital nurses: a pilot study.

    Science.gov (United States)

    Shimizu, Takashi; Mizoue, Tetsuya; Kubota, Shinya; Mishima, Norio; Nagata, Shoji

    2003-05-01

    We investigated the relationship between burnout and communication skill training among Japanese hospital nurses to improve the mental health of human service workers. The subjects were forty-five registered nurses referred to a self-expression skill intervention program by their section superiors, with each superior choosing from two to five nurses. The hospital was located in the Kyushu area and staffed by about four hundred nurses. The subjects were divided into an intervention group (19 nurses) and a reference group (26 nurses). The intervention group received the communication skill training in July and August, 2001. The communication skill training was carried out in accordance with the assertiveness training (AsT) precepts of Anne Dickson. In June, 2001, we delivered a set of questionnaires including age, gender, working years, a burnout scale, and a communication skill check-list as a baseline survey. The baseline questionnaires were returned at the end of June, 2001. In January, 2002, we delivered the same questionnaire again to the two groups and collected them at the end of the month. Excluding the only male and insufficient answers, twenty-six nurses (58%) returned complete answers in the initial and subsequent surveys. We found that the personal accomplishment and the two communication skills such as "accepting valid criticisms" and "negotiation" of the intervention group had improved significantly five months after the training as compared with that of the reference. Our results implied that communication skill training might have a favorable effect on burnout among Japanese hospital nurses.

  10. Assessing Students' Communication Skills: Validation of a Global Rating

    Science.gov (United States)

    Scheffer, Simone; Muehlinghaus, Isabel; Froehmel, Annette; Ortwein, Heiderose

    2008-01-01

    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…

  11. Effectiveness of communication skills training for dental students.

    NARCIS (Netherlands)

    ter Horst, G.; Leeds, J.G.; Hoogstraten, J.

    1984-01-01

    27 1st-yr dental students participated in a 3-day communication-skills training, and 39 nonparticipating 1st-yr dental students served as controls, to investigate the short-term effects of the training on participating Ss' communication skills. The general objective of the training was to advance Ss

  12. Specific Oral Communication Skills Desired in New Accountancy Graduates

    Science.gov (United States)

    Gray, F. Elizabeth

    2010-01-01

    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…

  13. Political Communication Coursework and the Skills Utilized by Political Professionals.

    Science.gov (United States)

    Schmidt, Molly Spengler

    A study was conducted to determine those communication and general job skills necessary to adequately prepare college graduates for employment in politics. Subjects were 40 political party staff members of the Illinois General Assembly, who completed questionnaires concerning the communication and general skills they used in their jobs. In…

  14. Effectiveness of communication skills training for dental students.

    NARCIS (Netherlands)

    ter Horst, G.; Leeds, J.G.; Hoogstraten, J.

    1984-01-01

    27 1st-yr dental students participated in a 3-day communication-skills training, and 39 nonparticipating 1st-yr dental students served as controls, to investigate the short-term effects of the training on participating Ss' communication skills. The general objective of the training was to advance Ss

  15. Specific Oral Communication Skills Desired in New Accountancy Graduates

    Science.gov (United States)

    Gray, F. Elizabeth

    2010-01-01

    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…

  16. The Correlation between School Managers' Communication Skills and School Culture

    Science.gov (United States)

    Sabanci, Ali; Sahin, Ahmet; Sönmez, Melek Alev; Yilmaz, Ozan

    2016-01-01

    The purpose of this study was to explore the correlation between school administrators' communication skills and school culture. This research was conducted as a survey using a descriptive method in order to ascertain the views of school managers and teachers about the correlation between school managers' communication skills and school culture in…

  17. Specific Oral Communication Skills Desired in New Accountancy Graduates

    Science.gov (United States)

    Gray, F. Elizabeth

    2010-01-01

    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…

  18. The Correlation between School Managers' Communication Skills and School Culture

    Science.gov (United States)

    Sabanci, Ali; Sahin, Ahmet; Sönmez, Melek Alev; Yilmaz, Ozan

    2016-01-01

    The purpose of this study was to explore the correlation between school administrators' communication skills and school culture. This research was conducted as a survey using a descriptive method in order to ascertain the views of school managers and teachers about the correlation between school managers' communication skills and school culture in…

  19. Effectiveness of communication skills training for dental students.

    NARCIS (Netherlands)

    ter Horst, G.; Leeds, J.G.; Hoogstraten, J.

    1984-01-01

    27 1st-yr dental students participated in a 3-day communication-skills training, and 39 nonparticipating 1st-yr dental students served as controls, to investigate the short-term effects of the training on participating Ss' communication skills. The general objective of the training was to advance

  20. Fathers in Turkey: Paternity Characteristics, Gender Role, Communication Skills

    Science.gov (United States)

    ünüvar, Perihan

    2017-01-01

    Objective of this study is to examine the correlation the quality of paternity, gender roles and communication skills of fathers. The scores in the scale of supporting developmental tasks were used in order to determine the quality of paternity. The other data collection tools were the BEM sex role inventory and the communication skills inventory.…

  1. Writing Self-Efficacy and Written Communication Skills

    Science.gov (United States)

    Mascle, Deanna DeBrine

    2013-01-01

    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…

  2. Writing Self-Efficacy and Written Communication Skills

    Science.gov (United States)

    Mascle, Deanna DeBrine

    2013-01-01

    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…

  3. Disaster Day! Integrating Speech Skills though Impromptu Group Research and Presentation

    Science.gov (United States)

    Pruim, Douglas E.

    2016-01-01

    Courses: Disaster Day (DD) is a single-class activity designed for public speaking classrooms, but could also be applied to courses addressing small group communication. Objectives: DD integrates fundamental skills of the basic speech course, fosters participation through group work, and introduces new concepts and skills. By the end of the…

  4. Disaster Day! Integrating Speech Skills though Impromptu Group Research and Presentation

    Science.gov (United States)

    Pruim, Douglas E.

    2016-01-01

    Courses: Disaster Day (DD) is a single-class activity designed for public speaking classrooms, but could also be applied to courses addressing small group communication. Objectives: DD integrates fundamental skills of the basic speech course, fosters participation through group work, and introduces new concepts and skills. By the end of the…

  5. Using Video Games to Develop Communication Skills in Higher Education

    OpenAIRE

    Barr, Matthew

    2016-01-01

    Employers are increasingly concerned that university graduates possess the transferable skills – sometimes termed ‘graduate attributes’ (Barrie, 2006) – necessary to succeed in the workplace. Prominent among these skills are those which relate to communication; however, not all higher education courses are designed explicitly to teach or develop such skills. Many commercial video games, on the other hand, require players to communicate in order to succeed, particularly in an era of increasing...

  6. Dental student attitudes towards communication skills instruction and clinical application.

    Science.gov (United States)

    McKenzie, Carly T

    2014-10-01

    This study investigated dental students' attitudes towards communication skills instruction and clinical application and explored the impact of a one-semester course and year in school on students' attitudes, measured by the Communication Skills Attitude Scale. Demographic characteristics and self-assessment of communication skills were also analyzed. The study employed a pretest-posttest survey design combined with cross-sectional data. Participants were first- and fourth-year students at a U.S. dental school. Out of a possible 120 students, 106 (fifty-seven D1 and forty-nine D4) participated in the pretest, an 88 percent response rate; out of a possible 121 students, 115 (fifty-seven D1 and fifty-eight D4) participated in the posttest, a 95 percent response rate. In the results, D4 students consistently demonstrated less positive attitudes towards communication skills instruction and more negative attitudes regarding the importance of interpersonal skills in clinical encounters than did their D1 counterparts. A single communications course had no discernible effect on attitudes or self-assessments for either cohort. Females reported more positive attitudes towards clinical application of interpersonal skills than did males. Gender significantly interacted with two demographic variables: primary language and parent as health care professional. Female children of health care professionals reported poorer attitudes towards clinical communication skills training and application than did their male counterparts. Generally, parental occupation in health care moderated the decrease in positive attitudes over time towards clinical usefulness of communication skills. The D4 students rated their communication skills higher than did the D1 students. Students who demonstrated more positive attitudes towards communication skills training and application were more likely to say their own skills needed improvement.

  7. Enhancing medical students' communication skills: development and evaluation of an undergraduate training program

    Science.gov (United States)

    2012-01-01

    Background There is a relative lack of current research on the effects of specific communication training offered at the beginning of the medical degree program. The newly developed communication training "Basics and Practice in Communication Skills" was pilot tested in 2008 and expanded in the following year at the University Medical Centre Hamburg-Eppendorf in Germany. The goal was to promote and improve the communicative skills of participants and show the usefulness of an early offered intervention on patient-physician communication within the medical curriculum. Methods The students participating in the project and a comparison group of students from the standard degree program were surveyed at the beginning and end of the courses. The survey consisted of a self-assessment of their skills as well as a standardised expert rating and an evaluation of the modules by means of a questionnaire. Results Students who attended the communication skills course exhibited a considerable increase of communication skills in this newly developed training. It was also observed that students in the intervention group had a greater degree of self-assessed competence following training than the medical students in the comparison group. This finding is also reflected in the results from a standardised objective measure. Conclusions The empirical results of the study showed that the training enabled students to acquire specialised competence in communication through the course of a newly developed training program. These findings will be used to establish new communication training at the University Medical Centre Hamburg-Eppendorf. PMID:22443807

  8. Impact of tailored feedback in assessment of communication skills for medical students

    Directory of Open Access Journals (Sweden)

    Seilin Uhm

    2015-07-01

    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.

  9. Evaluation of a communication skills training course for medical students using peer role-play.

    Science.gov (United States)

    Ayuob, Nasra Naeim; Qadi, Mahdi Ali; El Deek, Basem Salama; Boker, Abdulaziz Mohamed

    2017-05-01

    To evaluate the effect of using peer role-playing in learning the communication skills as a step in the development of the communication skills training course delivered to pre-clinical medical students. This study was conducted at the King Abdulaziz University, Jeddah, Saudi Arabia, between September 2014 and February 2015 and comprised medical students. Mixed methods design was used to evaluate the developed communication skills training course. Tests were conducted before and after the communication skills training course to assess the students' self-reported communication. After the course, the students completed a satisfaction survey. Focus groups were conducted to assess the behavioural and organisational changes induced by the course. SPSS 16 was used for data analysis.. Of the293 respondents, 246(84%) were satisfied with the course. Overall, 169(58%) subjects chose the lectures as the most helpful methods for learning the communication skills while 124(42%) considered practical sessions as the most helpful method. Besides, 237(81%) respondents reported that the role-play was beneficial for their learning, while 219(75%) perceived the video-taped role-play as an appropriate method for assessing the communication skills. Peer role-play was found to be a feasible and well-perceived alternative method in facilitating the acquisition of communication skills..

  10. Translating medical documents improves students' communication skills in simulated physician-patient encounters.

    Science.gov (United States)

    Bittner, Anja; Bittner, Johannes; Jonietz, Ansgar; Dybowski, Christoph; Harendza, Sigrid

    2016-02-27

    Patient-physician communication should be based on plain and simple language. Despite communication skill trainings in undergraduate medical curricula medical students and physicians are often still not aware of using medical jargon when communicating with patients. The aim of this study was to compare linguistic communication skills of undergraduate medical students who voluntarily translate medical documents into plain language with students who do not participate in this voluntary task. Fifty-nine undergraduate medical students participated in this study. Twenty-nine participants were actively involved in voluntarily translating medical documents for real patients into plain language on the online-platform https://washabich.de (WHI group) and 30 participants were not (non-WHI group). The assessment resembled a virtual consultation hour, where participants were connected via skype to six simulated patients (SPs). The SPs assessed participants' communication skills. All conversations were transcribed and assessed for communication skills and medical correctness by a blinded expert. All participants completed a self-assessment questionnaire on their communication skills. Across all raters, the WHI group was assessed significantly (p = .007) better than the non-WHI group regarding the use of plain language. The blinded expert assessed the WHI group significantly (p = .018) better regarding the use of stylistic devices of communication. The SPs would choose participants from the WHI group significantly (p = .041) more frequently as their personal physician. No significant differences between the two groups were observed with respect to the medical correctness of the consultations. Written translation of medical documents is associated with significantly more frequent use of plain language in simulated physician-patient encounters. Similar extracurricular exercises might be a useful tool for medical students to enhance their communication skills with

  11. Clinical supervisors' perceived needs for teaching communication skills in clinical practice.

    Science.gov (United States)

    Perron, N Junod; Sommer, J; Hudelson, P; Demaurex, F; Luthy, C; Louis-Simonet, M; Nendaz, M; De Grave, W; Dolmans, D; van der Vleuten, C P M

    2009-07-01

    Lack of faculty training is often cited as the main obstacle to post-graduate teaching in communication skills. To explore clinical supervisors' needs and perceptions regarding their role as communication skills trainers. Four focus group discussions were conducted with clinical supervisors from two in-patient and one out-patient medical services from the Geneva University Hospitals. Focus groups were audio taped, transcribed verbatim and analyzed in a thematic way using Maxqda software for qualitative data analysis. Clinical supervisors said that they frequently addressed communication issues with residents but tended to intervene as rescuers, clinicians or coaches rather than as formal instructors. They felt their own training did not prepare them to teach communication skills. Other barriers to teach communication skills include lack of time, competing demands, lack of interest and experience on the part of residents, and lack of institutional priority given to communication issues. Respondents expressed a desire for experiential and reflective training in a work-based setting and emphasised the need for a non-judgmental learning atmosphere. Results suggest that organisational priorities, culture and climate strongly influence the degree to which clinical supervisors may feel comfortable to teach communication skills to residents. Attention must be given to these contextual factors in the development of an effective communication skills teaching program for clinical supervisors.

  12. An integrated approach for the development of communication skills

    OpenAIRE

    Abdenova Zhuldyz Amirzayevna

    2015-01-01

    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 ...

  13. Using Jazz as a Metaphor to Teach Improvisational Communication Skills

    Directory of Open Access Journals (Sweden)

    Paul Haidet

    2017-08-01

    Full Text Available Metaphor helps humans understand complex concepts by “mapping” them onto accessible concepts. The purpose of this study was to investigate the effects of using jazz as a metaphor to teach senior medical students improvisational communication skills, and to understand student learning experiences. The authors designed a month-long course that used jazz to teach improvisational communication. A sample of fourth-year medical students (N = 30 completed the course between 2011 and 2014. Evaluation consisted of quantitative and qualitative data collected pre- and post-course, with comparison to a concurrent control group on some measures. Measures included: (a Student self-reports of knowledge and ability performing communicative tasks; (b blinded standardized patient assessment of students’ adaptability and quality of listening; and (c qualitative course evaluation data and open-ended interviews with course students. Compared to control students, course students demonstrated statistically significant and educationally meaningful gains in adaptability and listening behaviors. Students’ course experiences suggested that the jazz components led to high engagement and creativity, and provided a model to guide application of improvisational concepts to their own communication behaviors. Metaphor proved to be a powerful tool in this study, partly through enabling increased reflection and decreased resistance to behaviors that, on the surface, tended to run counter to generally accepted norms. The use of jazz as a metaphor to teach improvisational communication warrants further refinement and investigation.

  14. Using Jazz as a Metaphor to Teach Improvisational Communication Skills.

    Science.gov (United States)

    Haidet, Paul; Jarecke, Jodi; Yang, Chengwu; Teal, Cayla R; Street, Richard L; Stuckey, Heather

    2017-08-04

    Metaphor helps humans understand complex concepts by "mapping" them onto accessible concepts. The purpose of this study was to investigate the effects of using jazz as a metaphor to teach senior medical students improvisational communication skills, and to understand student learning experiences. The authors designed a month-long course that used jazz to teach improvisational communication. A sample of fourth-year medical students (N = 30) completed the course between 2011 and 2014. Evaluation consisted of quantitative and qualitative data collected pre- and post-course, with comparison to a concurrent control group on some measures. Measures included: (a) Student self-reports of knowledge and ability performing communicative tasks; (b) blinded standardized patient assessment of students' adaptability and quality of listening; and (c) qualitative course evaluation data and open-ended interviews with course students. Compared to control students, course students demonstrated statistically significant and educationally meaningful gains in adaptability and listening behaviors. Students' course experiences suggested that the jazz components led to high engagement and creativity, and provided a model to guide application of improvisational concepts to their own communication behaviors. Metaphor proved to be a powerful tool in this study, partly through enabling increased reflection and decreased resistance to behaviors that, on the surface, tended to run counter to generally accepted norms. The use of jazz as a metaphor to teach improvisational communication warrants further refinement and investigation.

  15. Strategic Teaching: Fostering Communication Skills in Diverse Young Learners

    Science.gov (United States)

    Chen, Jennifer J.; Shire, Suzanne H.

    2011-01-01

    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…

  16. Interpersonal skill in medicine: the essential partner of verbal communication.

    Science.gov (United States)

    Dyche, Lawrence

    2007-07-01

    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 received much less attention than task-oriented, verbal aspects. Moreover, the field lacks a common language and conceptualization for discussing them. This paper offers a framework for describing interpersonal skills and understanding their relationship to verbal communication and describes an interpersonal skill-set comprised of Understanding, Empathy, and Relational Versatility.

  17. [Attitudes of freshman medical students towards education in communication skills].

    Science.gov (United States)

    Tóth, Ildikó; Bán, Ildikó; Füzesi, Zsuzsanna; Kesztyüs, Márk; Nagy, Lajos

    2011-09-18

    In their institute authors teach medical communication skills in three languages (Hungarian, English and German) for medical students in the first year of their studies. In order to improve teaching methods, authors wanted to explore the attitudes of students towards the communication skills learning. For this purpose authors applied the Communication Skills Attitudes Scale created by Rees et al., which is an internationally accepted and well adaptable instrument. In this survey authors wanted to validate the Hungarian and German version of the Communication Skills Attitudes Scale. In addition, their aim was to analyze possible differences between the attitudes of each of the three medical teaching programs. Questionnaires were filled anonymously at the beginning of the practices. Principal component analysis with varimax rotation was performed to evaluate the attitudes using the SPSS 10.5 version for analysis. Authors created a model consisting of 7 factors. Factors were the following: 1: respect and interpersonal skills; 2: learning; 3: importance of communication within medical profession; 4: excuse; 5: counter; 6: exam; 7: overconfidence. It was found that students had mainly positive attitudes. Except the learning factor, all other factors showed significant differences between the three medical teaching programs. although students had mainly positive attitudes toward learning communication skills, there were negative attitudes which can be partly modified by improving the teaching methods. However, results may create a proper base for further research to help improving communication skills teaching methods of the authors.

  18. Empathic Tendency of University Students in Tennis and Communication Skills

    Directory of Open Access Journals (Sweden)

    T. Osman MUTLU

    2014-07-01

    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.

  19. Teaching Communication Skills to Medical and Pharmacy Students Through a Blended Learning Course.

    Science.gov (United States)

    Hess, Rick; Hagemeier, Nicholas E; Blackwelder, Reid; Rose, Daniel; Ansari, Nasar; Branham, Tandy

    2016-05-25

    Objective. To evaluate the impact of an interprofessional blended learning course on medical and pharmacy students' patient-centered interpersonal communication skills and to compare precourse and postcourse communication skills across first-year medical and second-year pharmacy student cohorts. Methods. Students completed ten 1-hour online modules and participated in five 3-hour group sessions over one semester. Objective structured clinical examinations (OSCEs) were administered before and after the course and were evaluated using the validated Common Ground Instrument. Nonparametric statistical tests were used to examine pre/postcourse domain scores within and across professions. Results. Performance in all communication skill domains increased significantly for all students. No additional significant pre/postcourse differences were noted across disciplines. Conclusion. Students' patient-centered interpersonal communication skills improved across multiple domains using a blended learning educational platform. Interview abilities were embodied similarly between medical and pharmacy students postcourse, suggesting both groups respond well to this form of instruction.

  20. Communication skills of heads of departments: verbal, listening, and feedback skills.

    Science.gov (United States)

    Hamidi, Yadollah; Barati, Majid

    2011-11-04

    Managers' communication skills are one of the most important topics in educational sector of universities of medical sciences and may have considerable effect on faculty members and employees. This study was per-formed to determine the level of communication skills (verbal, listening, feed-back) of the heads of department of faculties and its relation with some demo-graphic variables. This cross-sectional study was conducted from June 2009 to January 2010. We enrolled all of the heads of departments (N=60) in Hamadan University of Medical Sciences, western Iran. The participants received a self-administered 24-item questionnaire in Likert format (six general items and 18 items related to communication skills). Data were analyzed with SPSS software using Chi-square and Fisher's exact tests. The average scores of verbal, listening and feedback communication were 22.5, 16.1 and 21.1, respectively. Accordingly, 78.3% of participants in verbal communication, 16.7% in listening communication and 73.3% in feedback communication had high status. There were significant differences between the average score of listening skills and age (P=0.013) as well as gender (P=0.042). In addition, there was a significant statistical difference between verbal skills and gender (P=0.021). The overall communication skills of more than half of the heads of departments were moderate. This needs designing some programs for improving department managers' communication skills.

  1. Comparing three experiential learning methods and their effect on medical students' attitudes to learning communication skills.

    Science.gov (United States)

    Koponen, Jonna; Pyörälä, Eeva; Isotalus, Pekka

    2012-01-01

    Despite numerous studies exploring medical students' attitudes to communication skills learning (CSL), there are apparently no studies comparing different experiential learning methods and their influence on students' attitudes. We compared medical students' attitudes to learning communication skills before and after a communication course in the data as a whole, by gender and when divided into three groups using different methods. Second-year medical students (n = 129) were randomly assigned to three groups. In group A (n = 42) the theatre in education method, in group B (n = 44) simulated patients and in group C (n = 43) role-play were used. The data were gathered before and after the course using Communication Skills Attitude Scale. Students' positive attitudes to learning communication skills (PAS; positive attitude scale) increased significantly and their negative attitudes (NAS; negative attitude scale) decreased significantly between the beginning and end of the course. Female students had more positive attitudes than the male students. There were no significant differences in the three groups in the mean scores for PAS or NAS measured before or after the course. The use of experiential methods and integrating communication skills training with visits to health centres may help medical students to appreciate the importance of CSL.

  2. Residents' perceived barriers to communication skills learning: comparing two medical working contexts in postgraduate training.

    Science.gov (United States)

    van den Eertwegh, Valerie; van Dalen, Jan; van Dulmen, Sandra; van der Vleuten, Cees; Scherpbier, Albert

    2014-04-01

    Contextual factors are known to influence the acquisition and application of communication skills in clinical settings. Little is known about residents' perceptions of these factors. This article aims to explore residents' perceptions of contextual factors affecting the acquisition and application of communication skills in the medical workplace. We conducted an exploratory study comprising seven focus groups with residents in two different specialities: general practice (n=23) and surgery (n=18). Residents perceive the use of summative assessment checklists that reduce communication skills to behavioural components as impeding the learning of their communication skills. Residents perceive encouragement to deliberately practise in an environment in which the value of communication skills is recognised and support is institutionalised with appropriate feedback from role models as the most important enhancing factors in communication skills learning. To gradually realise a clinical working environment in which the above results are incorporated, we propose to use transformative learning theory to guide further studies. Provided it is used continuously, an approach that combines self-directed learning with observation and discussion of resident-patient consultations seems an effective method for transformative learning of communication skills. Copyright © 2014 Elsevier Ireland Ltd. All rights reserved.

  3. Impact of tailored feedback in assessment of communication skills for medical students.

    Science.gov (United States)

    Uhm, Seilin; Lee, Gui H; Jin, Jeong K; Bak, Yong I; Jeoung, Yeon O; Kim, Chan W

    2015-01-01

    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. 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. 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% (pcommunication 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.

  4. Communication as a core skill of palliative surgical care.

    Science.gov (United States)

    Miner, Thomas J

    2012-03-01

    Excellence as a surgeon requires not only the technical and intellectual ability to effectively take care of surgical disease but also an ability to respond to the needs and questions of patients. This article provides an overview of the importance of communication skills in optimal surgical palliation and offers suggestions for a multidisciplinary team approach, using the palliative triangle as the ideal model of communication and interpersonal skills. This article also discusses guidelines for advanced surgical decision making and outlines methods to improve communication skills.

  5. Does the inclusion of 'professional development' teaching improve medical students' communication skills?

    Directory of Open Access Journals (Sweden)

    Kubacki Angela M

    2011-06-01

    Full Text Available Abstract Background This study investigated whether the introduction of professional development teaching in the first two years of a medical course improved students' observed communication skills with simulated patients. Students' observed communication skills were related to patient-centred attitudes, confidence in communicating with patients and performance in later clinical examinations. Methods Eighty-two medical students from two consecutive cohorts at a UK medical school completed two videoed consultations with a simulated patient: one at the beginning of year 1 and one at the end of year 2. Group 1 (n = 35 received a traditional pre-clinical curriculum. Group 2 (n = 47 received a curriculum that included communication skills training integrated into a 'professional development' vertical module. Videoed consultations were rated using the Evans Interview Rating Scale by communication skills tutors. A subset of 27% were double-coded. Inter-rater reliability is reported. Results Students who had received the professional development teaching achieved higher ratings for use of silence, not interrupting the patient, and keeping the discussion relevant compared to students receiving the traditional curriculum. Patient-centred attitudes were not related to observed communication. Students who were less nervous and felt they knew how to listen were rated as better communicators. Students receiving the traditional curriculum and who had been rated as better communicators when they entered medical school performed less well in the final year clinical examination. Conclusions Students receiving the professional development training showed significant improvements in certain communication skills, but students in both cohorts improved over time. The lack of a relationship between observed communication skills and patient-centred attitudes may be a reflection of students' inexperience in working with patients, resulting in 'patient-centredness' being

  6. Does the inclusion of 'professional development' teaching improve medical students' communication skills?

    Science.gov (United States)

    2011-01-01

    Background This study investigated whether the introduction of professional development teaching in the first two years of a medical course improved students' observed communication skills with simulated patients. Students' observed communication skills were related to patient-centred attitudes, confidence in communicating with patients and performance in later clinical examinations. Methods Eighty-two medical students from two consecutive cohorts at a UK medical school completed two videoed consultations with a simulated patient: one at the beginning of year 1 and one at the end of year 2. Group 1 (n = 35) received a traditional pre-clinical curriculum. Group 2 (n = 47) received a curriculum that included communication skills training integrated into a 'professional development' vertical module. Videoed consultations were rated using the Evans Interview Rating Scale by communication skills tutors. A subset of 27% were double-coded. Inter-rater reliability is reported. Results Students who had received the professional development teaching achieved higher ratings for use of silence, not interrupting the patient, and keeping the discussion relevant compared to students receiving the traditional curriculum. Patient-centred attitudes were not related to observed communication. Students who were less nervous and felt they knew how to listen were rated as better communicators. Students receiving the traditional curriculum and who had been rated as better communicators when they entered medical school performed less well in the final year clinical examination. Conclusions Students receiving the professional development training showed significant improvements in certain communication skills, but students in both cohorts improved over time. The lack of a relationship between observed communication skills and patient-centred attitudes may be a reflection of students' inexperience in working with patients, resulting in 'patient-centredness' being an abstract concept

  7. Shared decision making in ante- & postnatal care – focus on communication skills training

    DEFF Research Database (Denmark)

    Nielsen, Annegrethe; Yding, Annika; Skovsted, Katrine Brander

    2016-01-01

    . A project where a group of midwives and nurses worked together in a serial of workshops training communication skills suitable for involving women in decisions in ante- and postnatal care was conducted in 2015. Communication skills training involved group analysis of videos of real consultations...... and a variety of roleplays and rehearsals of communication situations. Besides training communication skills the project aimed at documenting institutional practices obstructive to the purpose of sharing decisions.......In recent years political focus has increasingly been on patient involvement in decisions in healthcare. One challenge in implementing the principles of shared decision making is to develop suitable communication practice in the clinical encounters between patients and healthcare providers...

  8. DEVELOPING ORAL COMMUNICATION SKILLS IN THE TEFL CLASSROOM

    Directory of Open Access Journals (Sweden)

    Angela STĂNESCU

    2015-05-01

    Full Text Available The present paper examines the main principles governing the development of speaking skills in learners of English at all levels, through the optic of the Communicative Approach. Dwelling on the importance of teacher and student attitudes towards classroom communication, of ensuring an adequate class atmosphere and context for mea ningful communication, the present author goes on to discuss the most relevant and productive fluency-building activities and techniques meant to train students for meaningful self-expression and communication.

  9. Communication skills course in an Indian undergraduate dental curriculum: a randomized controlled trial.

    Science.gov (United States)

    Sangappa, Sunila B; Tekian, Ara

    2013-08-01

    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.

  10. Group Project Work in Biotechnology and Its Impact on Key Skills.

    Science.gov (United States)

    Thomas, M.; Hughes, S. G.; Hart, P. M.; Schollar, J.; Keirle, K.; Griffith, G. W.

    2001-01-01

    Describes a group work approach to the teaching of ethical issues in biotechnology and evaluates its impact on the acquisition of the key skills of working together, communication, and problem solving. Uses the Key Skills Confidence Scale (KSCS) to evaluate post-16 students' self confidence. (Contains 30 references.) (Author/YDS)

  11. Comparison of communication skills between trained and untrained students using a culturally sensitive nurse-client communication guideline in Indonesia.

    Science.gov (United States)

    Claramita, Mora; Tuah, Rodianson; Riskione, Patricia; Prabandari, Yayi Suryo; Effendy, Christantie

    2016-01-01

    A communication guideline that is sensitive to the local culture is influential in the process of nursing care. The Gadjah Mada nurse-client communication guideline, the "Ready-Greet-Invite-Discuss," was meant (1) to strengthen the relationship between the nurse and the client despite of socio-culturally hierarchical gap between health providers and clients in Indonesian context, (2) to provide attention to the unspoken concerns especially in the context of indirect communication which mostly using non-verbal signs and politeness etiquettes, and (3) to initiate dialog in the society which hold a more community-oriented decision making. Our aim is to compare the communication skills of nursing students who had and had not received a training using a culture-sensitive Gadjah Mada nurse-client communication guideline. This was a quasi experimental randomized control study to the fifth semester students of a nursing school at Yogyakarta, Indonesia. The intervention group was trained by the Gadjah Mada nurse-client communication guideline. Both intervention and the control group had learned general nurse-client communication guidelines. The training was 4h with role-plays, supportive information and feedback sessions. An objective-structured clinical examination (OSCE) was conducted 1week after the training, in seven stations, with seven simulated clients. Observers judged the communication skills of the students using a checklist of 5-point Likert scale, whereas simulated clients judged their satisfaction using 4-point Likert scale represented in colorful ribbons. There were significant mean differences in each domain of communication guideline observed between the trained and the control groups as judged by the teachers (p≤0.05) and simulated clients. Training using a culture-sensitive communication skills guideline could improve the communication skills of the nursing students and may increase satisfaction of the clients. Copyright © 2015 Elsevier Ltd. All rights

  12. Interpersonal Communication Skills: The Marriage of Interaction Analysis and Microcounseling

    Science.gov (United States)

    Bradley, Curtis H.

    1976-01-01

    Describes microcounseling and interaction analysis, provides a reationale for the "marriage" of these two successful innovations, and demonstrates how the combination can provide an objective and systematic technology for the development of effective interpersonal communication skills.

  13. Effects of Videotaped Role Playing on Nurses' Therapeutic Communication Skills

    Science.gov (United States)

    Carpenter, Kay F.; Kroth, Jerome A.

    1976-01-01

    Research determining the effectiveness of videotape recorded (VTR) role playing as a teaching technique was conducted on nurses attending continuing education classes in verbal and nonverbal therapeutic communication skills. VTR appears to be an effective technique. (LH)

  14. The SBAR communication technique: teaching nursing students professional communication skills.

    Science.gov (United States)

    Thomas, Cynthia M; Bertram, Evelyn; Johnson, Doreen

    2009-01-01

    The Joint Commission and Institute for Healthcare Improvement have mandated healthcare organizations to improve professional communication. Nursing students lack experience in communicating with physicians. As a result, recent graduates may not be prepared to meet the demands of professional communication to ensure patient safety. The authors discuss the SBAR (situation, background, assessment, recommendations) communication technique implemented during a 2-day simulation exercise that provided an organized logical sequence and improved communication and prepared graduates for transition to clinical practice.

  15. Improving communication skills in the Southeast Asian health care context.

    Science.gov (United States)

    Claramita, Mora; Susilo, Astrid Pratidina

    2014-12-01

    The aim of these two PhD thesis are to develop a guideline on doctor-patient communication skills based on cultural characteristics of Southeast Asian context and to develop communication skills training for nurses to enhance their contribution to the informed consent and shared decision making process, in the same context. These studies started with qualitative methods; including grounded theory methodology, by exploring doctors', patients', medical students' and nurses' perceptions on the current and desired communication skills in which influenced by culture. Based on the results, we design communication skills training and evaluate the training with quantitative methods, using pre and post test studies. Southeast Asian desired ideal partnership style in communicating with their doctors. More emphasize on basic skills such as listening to subtle non-verbal cues are needed for doctors and nurses. A guideline on doctor-patient communication tailored to local culture was developed as well as training for nurses using 4CID design to enhance their contribution to the shared decision making process. To promote two-way interaction between doctors and patients and between health professionals require mastering basic skills in communicating with people, such as explorations on the unspoken concern. In a culturally hierarchical context of Indonesia, this two-way interaction is quite a challenge. To generalize our studies to other culture, more studies with rigorous methods should follow. To promote the use of basic skills in communicating with patients to approach the desired partnership communication style in Southeast Asian context, we need to use local evidences.

  16. Impact of Sport-related Games on High School Students’ Communication Skills

    Directory of Open Access Journals (Sweden)

    Ozturk Ozden Tepekoylu

    2015-09-01

    Full Text Available In Recent studies underline the fact that adolescents are, at many times, likely to experience serious communication problems with their families and close environments. So, the aim of this study is to determine positive impact of sport-related games, which are performed as extracurricular activities, on high school students’ communication skills. In the study, pre, & post-tests was utilized with the control group’s experimental patterns. Two participant groups were made up of totally 30 high school students, 15 of whom would be in the experimental group and the rest of whom were in the control group. The former group was given sport- related 20 applications for 10 weeks during which the latter group would not deal with any extracurricular activities. Meanwhile, before and after the applications, data was collected by means of “The Communication Skills Scale” which was developed by Korkut (1996 and then analysed through “two-way ANCOVA” test techniques. Results clarify that the considerable gap in scores of the students’ pre, & post-tests perception concerning their communication skills are clearly attributed to sport-related games and it was also established that scores of the students in the experimental group were meaningfully higher than ones in the control group. However, perception of communication skills in the both groups was not significantly different by sex of the students. Moreover, the common effect of sex and participation on sport- related games was not found statistically meaningful in terms of communication skills. Consequently, it could be said that sport-related games impact positively communication skills.

  17. Promoting Communications Skills in the Classroom

    Science.gov (United States)

    Shafer, Sherri

    2009-01-01

    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.…

  18. Satisfaction with a 2-day communication skills course culturally tailored for medical specialists in Qatar.

    Science.gov (United States)

    Bylund, Carma L; Alyafei, Khalid; Afana, Abdelhamid; Al-Romaihi, Sheyma; Yassin, Mohammed; Elnashar, Maha; Al-Arab, Banan; Al-Khal, Abdullatif

    2017-01-01

    Health-care communication skills training may be particularly needed in the Arabian Gulf countries because of the variety of cultures within the physician and patient populations. This study describes the implementation and results of a communication skills training program for physicians in Qatar that assessed previous training, and effect of previous training on participants' course evaluations. We conducted a 2-day communication skills training course covering seven culturally adapted modules. Educational strategies included large and small group work with the standardized patient, demonstration videos, and lectures. At the end, participants completed a course evaluation survey. Data analysis performed with SPSS; frequencies and percentages were calculated, and Chi-square test applied to evaluate statistical significance. A total of 410 physicians in Qatar have participated in the course over a period of 2 years. Evaluation ratings of the course were high. Participants rated the module on Breaking Bad News as the most useful, and the small group role-play as the most helpful course component. One-third of participants had previously participated in experiential communication skills training. There was no association between previous experience and evaluation of the course. Physicians in Qatar positively evaluated a 2-day communication skills course, though the majority of participants did not have any previous exposure to experiential communication skills training.

  19. Improving oncology nurses' communication skills for difficult conversations.

    Science.gov (United States)

    Baer, Linda; Weinstein, Elizabeth

    2013-06-01

    When oncology nurses have strong communication skills, they play a pivotal role in influencing patient satisfaction, adherence to plans of care, and overall clinical outcomes. However, research studies indicate that nurses tend to keep communication with patients and families at a superficial, nontherapeutic level. Processes for teaching goals-of-care communication skills and for implementing skills into clinical practice are not clearly defined. Nurses at a large comprehensive cancer center recognized the need for help with this skill set and sought out communication experts to assist in providing the needed education. An educational project was developed to improve therapeutic communication skills in oncology nurses during goals-of-care discussions and giving bad news. The program was tailored to nurses and social workers providing care to patients in a busy, urban, academic, outpatient oncology setting. Program topics included exploring the patient's world, eliciting hopes and concerns, and dealing with conflict about goals. Sharing and discussing specific difficult questions and scenarios were encouraged throughout the program. The program was well attended and well received by oncology nurses and social workers. Participants expressed interest in the continuation of communication programs to further enhance skills.

  20. Improving Students' Critical Thinking, Creativity, and Communication Skills

    Science.gov (United States)

    Geissler, Gary L.; Edison, Steve W.; Wayland, Jane P.

    2012-01-01

    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…

  1. Teaching Comments: Intercultural Communication Skills in the Digital Age

    Science.gov (United States)

    Ware, Paige

    2013-01-01

    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…

  2. Three methods for the assessment of communication skills

    NARCIS (Netherlands)

    Smit, G.N.; van der Molen, H.T.

    1996-01-01

    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

  3. The Oral Referential Communication Skills of Hearing-Impaired Children

    Science.gov (United States)

    Lloyd, Julian; Lieven, Elena; Arnold, Paul

    2005-01-01

    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…

  4. Three methods for the assessment of communication skills

    NARCIS (Netherlands)

    Smit, G.N.; van der Molen, H.T.

    1996-01-01

    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

  5. Scalable and Anonymous Group Communication with MTor

    Directory of Open Access Journals (Sweden)

    Lin Dong

    2016-04-01

    Full Text Available This paper presents MTor, a low-latency anonymous group communication system. We construct MTor as an extension to Tor, allowing the construction of multi-source multicast trees on top of the existing Tor infrastructure. MTor does not depend on an external service to broker the group communication, and avoids central points of failure and trust. MTor’s substantial bandwidth savings and graceful scalability enable new classes of anonymous applications that are currently too bandwidth-intensive to be viable through traditional unicast Tor communication-e.g., group file transfer, collaborative editing, streaming video, and real-time audio conferencing.

  6. Learning outcomes for communication skills across the health professions: a systematic literature review and qualitative synthesis.

    Science.gov (United States)

    Denniston, Charlotte; Molloy, Elizabeth; Nestel, Debra; Woodward-Kron, Robyn; Keating, Jennifer L

    2017-04-07

    The aim of this study was to identify and analyse communication skills learning outcomes via a systematic review and present results in a synthesised list. Summarised results inform educators and researchers in communication skills teaching and learning across health professions. Systematic review and qualitative synthesis. A systematic search of five databases (MEDLINE, PsycINFO, ERIC, CINAHL plus and Scopus), from first records until August 2016, identified published learning outcomes for communication skills in health professions education. Extracted data were analysed through an iterative process of qualitative synthesis. This process was guided by principles of person centredness and an a priori decision guide. 168 papers met the eligibility criteria; 1669 individual learning outcomes were extracted and refined using qualitative synthesis. A final refined set of 205 learning outcomes were constructed and are presented in 4 domains that include: (1) knowledge (eg, describe the importance of communication in healthcare), (2) content skills (eg, explore a healthcare seeker's motivation for seeking healthcare),( 3) process skills (eg, respond promptly to a communication partner's questions) and (4) perceptual skills (eg, reflect on own ways of expressing emotion). This study provides a list of 205 communication skills learning outcomes that provide a foundation for further research and educational design in communication education across the health professions. Areas for future investigation include greater patient involvement in communication skills education design and further identification of learning outcomes that target knowledge and perceptual skills. This work may also prompt educators to be cognisant of the quality and scope of the learning outcomes they design and their application as goals for learning. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://www.bmj.com/company/products-services/rights-and-licensing/.

  7. Does the addition of writing into a pharmacy communication skills course significantly impact student communicative learning outcomes? A pilot study.

    Science.gov (United States)

    Lonie, John M; Rahim, Hamid

    2010-12-01

    The objective of this study was to determine if the addition of a reflective writing component in a fourth year (P-2) pharmacy communication skills course would significantly affect 2 measures of learning: (1) objective multiple choice examination questions and (2) a patient counseling Objective Structured Clinical Examination (OSCE) score. Using a nonequivalent group quasi-experimental retrospective comparison design, 98 randomly selected final examination scores from students taking a non-writing intensive (NWI) communication skills course were compared with 112 randomly selected final examination scores from students that took a communication skills course in which students engaged in several reflective writing assignments. In addition, 91 randomly selected patient counseling OSCE scores from a NWI course were statistically compared with 112 scores from students that took the writing intensive (WI) course. There were statistically significant improvements in multiple choice examination scores in the group that took the reflective writing communication skills course. There was not a statistically significant difference in patient counseling OSCE scores after students completed the WI course. Studying the effects of using reflective writing assignments in communication skills courses may improve the retention and retrieval of information presented within the course.

  8. Is it possible to improve radiotherapy team members' communication skills? A randomized study assessing the efficacy of a 38-h communication skills training program.

    Science.gov (United States)

    Gibon, Anne-Sophie; Merckaert, Isabelle; Liénard, Aurore; Libert, Yves; Delvaux, Nicole; Marchal, Serge; Etienne, Anne-Marie; Reynaert, Christine; Slachmuylder, Jean-Louis; Scalliet, Pierre; Van Houtte, Paul; Coucke, Philippe; Salamon, Emile; Razavi, Darius

    2013-10-01

    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. 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. 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; pcommunicate increased (p=0.024 and p=0.008, respectively). 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. Copyright © 2013 Elsevier Ireland Ltd. All rights reserved.

  9. Communication skills training at the Atlantic Veterinary College, University of Prince Edward Island.

    Science.gov (United States)

    Shaw, Darcy H; Ihle, Sherri L

    2006-01-01

    Communication skills are considered a core clinical skill in human medicine. Recognizing the importance of communication skills and addressing them in veterinary curricula, however, is just beginning. In the fall of 2003, the Atlantic Veterinary College, University of Prince Edward Island, markedly changed the way in which it approaches communication teaching. An intensive one-week elective rotation on client communication was offered in the senior year. This rotation made extensive use of experiential techniques through the use of role plays and videotaped real client interactions. A group of faculty and hospital staff members were trained as coaches to support students as they practiced their communication in various client scenarios. The skills taught were based on the Calgary-Cambridge Observation Guide, which outlines observable behaviors that contribute to effective medical communication. Student response to and feedback on the rotation have been very positive. As a result, the number of rotations given per year has been increased. Long-term plans include expanding communication skills teaching into other years of the DVM program and incorporating simulated clients into the teaching program. Challenges that lie ahead include the development of a fully integrated communication teaching program that spans the whole curriculum, addressing the ongoing need for the professional development of coaches, improving methods of student assessment, and recruiting/training a sufficient number of coaches.

  10. Communication skills for behaviour change in dietetic consultations.

    Science.gov (United States)

    Whitehead, K; Langley-Evans, S C; Tischler, V; Swift, J A

    2009-12-01

    Both the UK's National Health Service (NHS) and the National Institute of health and Clinical Excellence (NICE) have recommended increased training for health professionals in communication skills. There is evidence to suggest that communication skills are important in helping people to change health-related behaviour, which is a key role for dietitians. This study investigated the views of UK dietitians about their training needs and experience in relation to communication skills in dietetic practice. In October 2007, a cross-sectional survey was mailed to all British Dietetic Association members (n = 6013). The survey gathered quantitative data and free-text comments to ascertain the level, type and effect of communication skills training received by dietitians at both the pre- and post-registration level. There were 1158 respondents; a response rate of 19.3%. Ninety-eight percent (n = 1117) rated communication skills as either very or extremely important in client consultations. Post-registration training had been undertaken by 73% (n = 904). Of these, over 90% of respondents perceived that post-registration training had led to improvements in their relationships with patients, their confidence in client interviews and their ability to cope with challenging clients. However, 248 (21.4%) felt time keeping in interviews had worsened. Lack of time for client interviews was also the most commonly identified barrier (19%, n = 216) to implementing the skills. This study has explored an important and under-researched area. Respondents strongly endorsed the importance of good communication skills and the benefits of post-registration training in this area. Some felt that good communication was time consuming but others felt that time management had improved. Further research and training is required to support the implementation of these skills into dietetic practice.

  11. Scalable and Anonymous Group Communication with MTor

    National Research Council Canada - National Science Library

    Dong Lin; Micah Sherr; Boon Thau Loo

    2016-01-01

    This paper presents MTor, a low-latency anonymous group communication system. We construct MTor as an extension to Tor, allowing the construction of multi-source multicast trees on top of the existing Tor infrastructure...

  12. Exposure to Multiple Languages Enhances Communication Skills in Infancy

    Science.gov (United States)

    Liberman, Zoe; Woodward, Amanda L.; Keysar, Boaz; Kinzler, Katherine D.

    2017-01-01

    Early exposure to multiple languages can enhance children's communication skills, even when children are effectively monolingual (Fan, Liberman, Keysar & Kinzler, 2015). Here we report evidence that the social benefits of multilingual exposure emerge in infancy. Sixteen-month-old infants participated in a communication task that required…

  13. Incorporating interprofessional communication skills (ISBARR) into an undergraduate nursing curriculum.

    Science.gov (United States)

    Enlow, Michele; Shanks, Linda; Guhde, Jacqueline; Perkins, Michelle

    2010-01-01

    The AACN, in their 2008 Essentials of Baccalaureate Education for Professional Nursing Practice, recommends that colleges of nursing faculty incorporate competencies into their baccalaureate curriculum that focus on the development of professional communication skills. The authors provide a plan to incorporate a standardized communication tool (ISBARR) throughout all levels of an undergraduate curriculum.

  14. Exposure to Multiple Languages Enhances Communication Skills in Infancy

    Science.gov (United States)

    Liberman, Zoe; Woodward, Amanda L.; Keysar, Boaz; Kinzler, Katherine D.

    2017-01-01

    Early exposure to multiple languages can enhance children's communication skills, even when children are effectively monolingual (Fan, Liberman, Keysar & Kinzler, 2015). Here we report evidence that the social benefits of multilingual exposure emerge in infancy. Sixteen-month-old infants participated in a communication task that required…

  15. Verbal Communication Skills in Different Tourism Contexts

    OpenAIRE

    MIHUT Silvia

    2010-01-01

    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...

  16. Verbal communication skills in typical language development: a case series.

    Science.gov (United States)

    Abe, Camila Mayumi; Bretanha, Andreza Carolina; Bozza, Amanda; Ferraro, Gyovanna Junya Klinke; Lopes-Herrera, Simone Aparecida

    2013-01-01

    The aim of the current study was to investigate verbal communication skills in children with typical language development and ages between 6 and 8 years. Participants were 10 children of both genders in this age range without language alterations. A 30-minute video of each child's interaction with an adult (father and/or mother) was recorded, fully transcribed, and analyzed by two trained researchers in order to determine reliability. The recordings were analyzed according to a protocol that categorizes verbal communicative abilities, including dialogic, regulatory, narrative-discursive, and non-interactive skills. The frequency of use of each category of verbal communicative ability was analyzed (in percentage) for each subject. All subjects used more dialogical and regulatory skills, followed by narrative-discursive and non-interactive skills. This suggests that children in this age range are committed to continue dialog, which shows that children with typical language development have more dialogic interactions during spontaneous interactions with a familiar adult.

  17. [Clinical communication skills training is an educational challenge].

    Science.gov (United States)

    Lange Høst, Dorte; Møller, Jane Ege

    2015-06-22

    This qualitative study presents results from a development project of clinical communication skills training for physicians in a paediatric ward. Overall, the doctors express that the training positively supports their clinical work and that it provides a model for discussing communication challenges with colleagues. Challenges, however, are time constraints and overcoming conventional hierarchical structures. Prerequisites for ward-based communication training thus are: a suitable timeframe, use of a structured feedback model, managerial backup, and support from external expertise.

  18. Sources of variability in human communicative skills

    NARCIS (Netherlands)

    Volman, Inge; Noordzij, Matthijs Leendert; Toni, Ivan

    2012-01-01

    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.

  19. Sources of variability in human communicative skills

    NARCIS (Netherlands)

    Volman, Inge; Noordzij, Matthijs L.; Toni, Ivan

    2012-01-01

    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.

  20. The "Write" Skills and More: A Thesis Writing Group for Doctoral Students

    Science.gov (United States)

    Ferguson, Therese

    2009-01-01

    Writing groups facilitate the development of research students' written communication skills, which are critical for the competent preparation of theses and publications. This paper describes a Thesis Writing Group for social science doctoral students. Participants indicated that the group not only served a practical role, providing an impetus for…

  1. The "Write" Skills and More: A Thesis Writing Group for Doctoral Students

    Science.gov (United States)

    Ferguson, Therese

    2009-01-01

    Writing groups facilitate the development of research students' written communication skills, which are critical for the competent preparation of theses and publications. This paper describes a Thesis Writing Group for social science doctoral students. Participants indicated that the group not only served a practical role, providing an impetus for…

  2. Career Skills Workshop: Achieving Your Goals Through Effective Communication

    Science.gov (United States)

    2017-01-01

    Physics students graduate with a huge array of transferrable skills, which are extremely useful to employers (particularly in the private sector, which is the largest employment base of physicists at all degree levels). However, the key to successfully connecting with these opportunities lies in how well graduates are able to communicate their skills and abilities to potential employers. The ability to communicate effectively is a key professional skill that serves scientists in many contexts, including interviewing for jobs, applying for grants, or speaking with law and policy makers. In this interactive workshop, Crystal Bailey (Careers Program Manager at APS) and Gregory Mack (Government Relations Specialist at APS) will lead activities to help attendees achieve their goals through better communication. Topics will include writing an effective resume, interviewing for jobs, and communicating to different audiences including Congress, among others. Light refreshments will be served.

  3. Effective training strategies for teaching communication skills to physicians: an overview of systematic reviews.

    Science.gov (United States)

    Berkhof, Marianne; van Rijssen, H Jolanda; Schellart, Antonius J M; Anema, Johannes R; van der Beek, Allard J

    2011-08-01

    Physicians need good communication skills to communicate effectively with patients. The objective of this review was to identify effective training strategies for teaching communication skills to qualified physicians. PubMED, PsycINFO, CINAHL, and COCHRANE were searched in October 2008 and in March 2009. Two authors independently selected relevant reviews and assessed their methodological quality with AMSTAR. Summary tables were constructed for data-synthesis, and results were linked to outcome measures. As a result, conclusions about the effectiveness of communication skills training strategies for physicians could be drawn. Twelve systematic reviews on communication skills training programmes for physicians were identified. Some focused on specific training strategies, whereas others emphasized a more general approach with mixed strategies. Training programmes were effective if they lasted for at least one day, were learner-centred, and focused on practising skills. The best training strategies within the programmes included role-play, feedback, and small group discussions. Training programmes should include active, practice-oriented strategies. Oral presentations on communication skills, modelling, and written information should only be used as supportive strategies. To be able to compare the effectiveness of training programmes more easily in the future, general agreement on outcome measures has to be established. Copyright © 2010 Elsevier Ireland Ltd. All rights reserved.

  4. Difficult conversations: teaching medical oncology trainees communication skills one hour at a time.

    Science.gov (United States)

    Epner, Daniel E; Baile, Walter F

    2014-04-01

    Difficult conversations about prognosis, end of life, and goals of care arise commonly in medical oncology practice. These conversations are often highly emotional. Medical oncologists need outstanding, patient-centered communication skills to build trust and rapport with their patients and help them make well-informed decisions. Key skills include exploring patients' perspectives, responding to emotion with empathy, and maintaining mindfulness during highly charged conversations. These skills can be taught and learned. Most previously described communication skills training curricula for oncology providers involve multiday retreats, which are costly and can disrupt busy clinical schedules. Many curricula involve a variety of oncology providers, such as physicians and nurses, at various stages of their careers. The authors developed a monthly, one-hour communication skills training seminar series exclusively for physicians in their first year of medical oncology subspecialty training. The curriculum involved a variety of interactive and engaging educational methods, including sociodramatic techniques, role-play, reflective writing, and Balint-type case discussion groups. Medical oncologists in their second and third years of training served as teaching assistants and peer mentors. Learners had the opportunity to practice skills during sessions and with patients between sessions. Learners acquired important skills and found the curriculum to be clinically relevant, judging by anonymous surveys and anonymous responses on reflective writing exercises. Results from the current curriculum are preliminary but lay the foundation for enhanced and expanded communication skills training programs in the future.

  5. The new Education and Communication group

    CERN Multimedia

    Patrice Loïez

    2003-01-01

    Since the start of the year, CERN's communication teams have been brought together under one umbrella for the sake of greater coherence and better coordination. The new Education and Communication group in Education and Technology Transfer division is led by James Gillies, former Editor of the CERN Courier. EC group comprises four sections: Events and Sponsoring, External Communication, Publications, and Visits and Educational Programmes. Its goal is to inform not only the general public but also the community of CERN staff, physicists and teachers about the research, events, innovations and major decisions of the Organization. Photo 01: The new Education and Communication group with ETT division leader Juan-Antonio Rubio (back row, centre).

  6. Communication skills in the training of psychiatrists: A systematic review of current approaches.

    Science.gov (United States)

    Ditton-Phare, Philippa; Loughland, Carmel; Duvivier, Robbert; Kelly, Brian

    2017-07-01

    A range of communication skills training programmes have been developed targeting trainees in various medical specialties, predominantly in oncology but to a lesser extent in psychiatry. Effective communication is fundamental to the assessment and treatment of psychiatric conditions, but there has been less attention to this in clinical practice for psychiatrists in training. This review examines the outcomes of communication skills training interventions in psychiatric specialty training. The published English-language literature was examined using multiple online databases, grey literature and hand searches. The review was conducted and reported using Preferred Reporting Items for Systematic Reviews and Meta-analyses guidelines. Studies examining the efficacy of communication skills training were included. Randomised controlled trials, pseudo-randomised studies and quasi-experimental studies, as well as observational analytical studies and qualitative studies that met criteria, were selected and critically appraised. No limits were applied for date of publication up until 16 July 2016. Total search results yielded 2574 records. Of these, 12 studies were identified and reviewed. Two were randomised controlled trials and the remaining 10 were one-group pretest/posttest designs or posttest-only designs, including self-report evaluations of communication skills training and objective evaluations of trainee skills. There were no studies with outcomes related to behaviour change or patient outcomes. Two randomised controlled trials reported an improvement in clinician empathy and psychotherapeutic interviewing skills due to specific training protocols focused on those areas. Non-randomised studies showed varying levels of skills gains and self-reported trainee satisfaction ratings with programmes, with the intervention being some form of communication skills training. The heterogeneity of communication skills training is a barrier to evaluating the efficacy of

  7. House staff nonverbal communication skills and standardized patient satisfaction.

    Science.gov (United States)

    Griffith, Charles H; Wilson, John F; Langer, Shelby; Haist, Steven A

    2003-03-01

    To examine the association of physician nonverbal communication with standardized patient (SP) satisfaction in the context of the "quality" of the interview (i.e., information provided and collected, communication skills). Observational. One university-based internal medicine residency program. Fifty-nine internal medicine residents. INTERVIEWING: The 59 residents were recruited to participate in 3 SP encounters. The scenarios included: 1) a straightforward, primarily "medical" problem (chest pain); 2) a patient with more psychosocial overlay (a depressed patient with a history of sexual abuse); and 3) a counseling encounter (HIV risk factor reduction counseling). Trained SPs rated physician nonverbal behaviors (body lean, open versus closed body posture, eye contact, smiling, tone of voice, nod, facial expressivity) in the 3 encounters. Multiple regression approaches were used to investigate the association of physician nonverbal behavior with patient satisfaction in the context of the "quality" of the interview (SP checklist performance, measures of verbal communication skills), controlling for physician characteristics (gender, postgraduate year). Nonverbal communication skills was an independent predictor of standardized patient satisfaction for all 3 patient stations. The effect sizes were substantial, with nonverbal communication predicting 32% of the variance in patient satisfaction for the chest pain station, 23% of the variance for the depression-sexual abuse station, and 19% of the variance for the HIV counseling station. Better nonverbal communication skills are associated with significantly greater patient satisfaction in a variety of different types of clinical encounters with standardized patients. Formal instruction in nonverbal communication may be an important addition to residency.

  8. Longitudinal effects of medical students' communication skills on future performance.

    Science.gov (United States)

    Dong, Ting; LaRochelle, Jeffrey S; Durning, Steven J; Saguil, Aaron; Swygert, Kimberly; Artino, Anthony R

    2015-04-01

    The Essential Elements of Communication (EEC) were developed from the Kalamazoo consensus statement on physician-patient communication. The Uniformed Services University of the Health Sciences (USU) has adopted a longitudinal curriculum to use the EEC both as a learning tool during standardized patient encounters and as an evaluation tool culminating with the end of preclerkship objective-structured clinical examinations (OSCE). Medical educators have recently emphasized the importance of teaching communication skills, as evidenced by the United States Medical Licensing Examination testing both the integrated clinical encounter (ICE) and communication and interpersonal skills (CIS) within the Step 2 Clinical Skills exam (CS). To determine the associations between students' EEC OSCE performance at the end of the preclerkship period with later communication skills assessment and evaluation outcomes in the context of a longitudinal curriculum spanning both undergraduate medical education and graduate medical education. Retrospective data from preclerkship (overall OSCE scores and EEC OSCE scores) and clerkship outcomes (internal medicine [IM] clinical points and average clerkship National Board of Medical Examiners [NBME] scores) were collected from 167 USU medical students from the class of 2011 and compared to individual scores on the CIS and ICE components of Step 2 CS, as well as to the communication skills component of the program directors' evaluation of trainees during their postgraduate year 1 (PGY-1) residency. In addition to bivariate Pearson correlation analysis, we conducted multiple linear regression analysis to examine the predictive power of the EEC score beyond the IM clerkship clinical points and the average NBME Subject Exams score on the outcome measures. The EEC score was a significant predictor of the CIS score and the PGY-1 communication skills score. Beyond the average NBME Subject Exams score and the IM clerkship clinical points, the EEC score

  9. Assessing interpersonal and communication skills in emergency medicine.

    Science.gov (United States)

    Chan, Teresa M; Wallner, Clare; Swoboda, Thomas K; Leone, Katrina A; Kessler, Chad

    2012-12-01

    Interpersonal and communication skills (ICS) are a key component of several competency-based schemata and key competency in the set of six Accreditation Council for Graduate Medical Education (ACGME) core competencies. With the shift toward a competency-based educational framework, the importance of robust learner assessment becomes paramount. The journal Academic Emergency Medicine (AEM) hosted a consensus conference to discuss education research in emergency medicine (EM). This article summarizes the initial preparatory research that was conducted to brief consensus conference attendees and reports the results of the consensus conference breakout session as it pertains to ICS assessment of learners. The goals of this consensus conference session were to twofold: 1) to determine the state of assessment of observable learner performance and 2) to determine a research agenda within the ICS field for medical educators. The working group identified six key recommendations for medical educators and researchers. © 2012 by the Society for Academic Emergency Medicine.

  10. Education research: communication skills for neurology residents: structured teaching and reflective practice.

    Science.gov (United States)

    Watling, Christopher J; Brown, Judith B

    2007-11-27

    Despite the importance of communication skills for neurologists, specific training in this area at the residency level is often lacking. This study aimed to enhance learning of these skills and to encourage reflective practice around communication skills. A group of 12 neurology residents participated in a series of six case-based communication skills workshops. Each workshop focused on a particular clinical scenario, including breaking bad news, discussing do-not-resuscitate orders, communicating with "difficult" patients, disclosing medical errors, obtaining informed consent for neurologic tests and procedures, and discussing life-and-death decisions with families of critically ill patients. Residents also kept reflective portfolios in which real examples of these interactions were recorded. The program was well accepted, and residents rated the workshops as effective and relevant to their practice. Analysis of residents' portfolios revealed three themes relevant to patient-physician communication: 1) communication is more successful when adequate time is allowed, 2) the ability to empathize with patients and their families is essential to successful interactions, and 3) the development of specific approaches to challenging scenarios can facilitate effective interactions. The portfolios also demonstrated that residents would engage in reflective practice. Targeting of communication skills training around specific clinical scenarios using neurologic cases was well accepted and was deemed relevant to practice. The use of portfolios may promote lifelong learning in this area.

  11. Teaching Workplace Skills to Technical Communicators

    Directory of Open Access Journals (Sweden)

    Darina M. Slattery

    2013-01-01

    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.

  12. Everything you were afraid to ask about communication skills

    Science.gov (United States)

    Skelton, John R

    2005-01-01

    Communication skills’ is now very well established in medical education as an area that needs to be taught at both undergraduate and postgraduate level. But it is a discipline with a low level of challenge — it allows itself constantly to take seriously questions about its fundamentals (such as whether it works at all) although common sense and everyday experience tell us that skills are indeed improved through training and practice. This slows progress. Much research has also concentrated on listing and defining a set of skills, yet although all doctors must understand and utilise a range of skills as a precondition for good communication, the findings themselves are often equally common-sensical, and are not, in any case, restricted to medicine. They often tend to form part of a general consensus in favour of lay-centredness, which has been studied in other types of professional encounter, particularly the language of teachers and pupils. Moreover, insofar as teachers of medical communication limit their aims and their own classroom language to terms associated with skills, they offer little scope for more important questions about how these skills should be deployed, and about the attitudes to medicine and professional life that underpin them. A central educational question is: should we concentrate on teaching skills in the belief that attitudes will follow, or attitudes in the belief that they will generate appropriate skills? PMID:15667765

  13. Reading to Speak: Integrating Oral Communication Skills

    Science.gov (United States)

    Zhang, Yun

    2009-01-01

    According to Ur (1996, 120), "of all the four skills (listening, speaking, reading and writing), speaking seems intuitively the most important." Indeed, whether for business or pleasure, a primary motivation to learn a second language is to be able to converse with speakers of that language. However, in addition to being an important…

  14. Framework for Flexible Security in Group Communications

    Science.gov (United States)

    McDaniel, Patrick; Prakash, Atul

    2006-01-01

    The Antigone software system defines a framework for the flexible definition and implementation of security policies in group communication systems. Antigone does not dictate the available security policies, but provides high-level mechanisms for implementing them. A central element of the Antigone architecture is a suite of such mechanisms comprising micro-protocols that provide the basic services needed by secure groups.

  15. Small Group Communication: An Annotated Bibliography.

    Science.gov (United States)

    Gouran, Dennis S.; Guadagnino, Christopher S.

    This annotated bibliography includes sources of information that are primarily concerned with problem solving, decision making, and processes of social influence in small groups, and secondarily deal with other aspects of communication and interaction in groups, such as conflict management and negotiation. The 57 entries, all dating from 1980…

  16. Communication Skills Curriculum for Foreign Medical Graduates in an Internal Medicine Residency Program

    Science.gov (United States)

    Ramaswamy, Ravishankar; Williams, Alicia; Clark, Elizabeth M.; Kelley, Amy S.

    2014-01-01

    Background Effective communication is an important aspect of caring for the elderly, who are more likely to have multimorbidity, limited health literacy and psychosocial barriers to care. About half of Internal Medicine (IM) trainees in the United States are foreign medical graduates, and may not have been exposed to prior communication skills education. This novel communication skills curriculum for IM interns aimed to increase trainees' confidence and use of specific communication tools with older adults, particularly in delivering bad news and conducting family meetings. Methods The workshop consisted of 2 interactive sessions, in a small group with 2 learners and 1-2 facilitators, during the Geriatrics block of the internship year. Twenty-three IM interns were surveyed at the beginning and at the end of the 4-week block and at 3 months after completion of the workshop about their knowledge, confidence and skill in communication, and asked about any challenges to effective communication with older patients. The primary outcome measure was change in self-reported confidence and behavior in communication at 4 weeks. Results On a 4-point Likert scale, there was an average improvement of 0.70 in self-reported confidence in communication, which sustained at 3 months after completion of the workshop. Participants reported several patient, physician and system barriers to effective communication. Conclusion Communication skills education in a small-group setting and the opportunity for repeated practice and self-reflection resulted in sustained increase in overall confidence among IM interns in communication with older adults, and may help overcome certain patient and physician-specific communication barriers. PMID:25354834

  17. Communication skills curriculum for foreign medical graduates in an internal medicine residency program.

    Science.gov (United States)

    Ramaswamy, Ravishankar; Williams, Alicia; Clark, Elizabeth M; Kelley, Amy S

    2014-11-01

    Effective communication is an important aspect of caring for the elderly, who are more likely to have multimorbidity, limited health literacy, and psychosocial barriers to care. About half of Internal Medicine (IM) trainees in the United States are foreign medical graduates, and may not have been exposed to prior communication skills education. This novel communication skills curriculum for IM interns aimed to increase trainees' confidence and use of specific communication tools with older adults, particularly in delivering bad news and conducting family meetings. The workshop consisted of two interactive sessions in a small group with two learners and one or two facilitators, during the 4-week geriatrics block in IM internship training year. Twenty-three IM interns at an urban Veterans Affairs Medical Center were surveyed at the beginning and at the end of the 4-week block and 3 months after completion of the workshop about their knowledge, confidence, and skill in communication and asked about challenges to effective communication with older adults. The primary outcome measure was change in self-reported confidence and behavior in communication at 4 weeks. On a 4-point Likert scale, there was average improvement of 0.70 in self-reported confidence in communication, which was sustained 3 months after completion of the workshop. Participants reported several patient, physician, and system barriers to effective communication. Communication skills education in a small-group setting and the opportunity for repeated practice and self-reflection resulted in a sustained increase in overall confidence in IM interns in communication with older adults and may help overcome certain patient- and physician-specific communication barriers.

  18. The relationship of motor skills and social communicative skills in school-aged children with autism spectrum disorder.

    Science.gov (United States)

    MacDonald, Megan; Lord, Catherine; Ulrich, Dale A

    2013-07-01

    Motor skill deficits are present and persist in school-aged children with autism spectrum disorder (ASD; Staples & Reid, 2010). Yet the focus of intervention is on core impairments, which are part of the diagnostic criteria for ASD, deficits in social communication skills. The purpose of this study is to determine whether the functional motor skills, of 6- to 15-year-old children with high-functioning ASD, predict success in standardized social communicative skills. It is hypothesized that children with better motor skills will have better social communicative skills. A total of 35 children with ASD between the ages of 6-15 years participated in this study. The univariate GLM (general linear model) tested the relationship of motor skills on social communicative skills holding constant age, IQ, ethnicity, gender, and clinical ASD diagnosis. Object-control motor skills significantly predicted calibrated ASD severity (p communicative skill deficits. How this relationship exists behaviorally, needs to be explored further.

  19. Using a computer simulation for teaching communication skills: A blinded multisite mixed methods randomized controlled trial.

    Science.gov (United States)

    Kron, Frederick W; Fetters, Michael D; Scerbo, Mark W; White, Casey B; Lypson, Monica L; Padilla, Miguel A; Gliva-McConvey, Gayle A; Belfore, Lee A; West, Temple; Wallace, Amelia M; Guetterman, Timothy C; Schleicher, Lauren S; Kennedy, Rebecca A; Mangrulkar, Rajesh S; Cleary, James F; Marsella, Stacy C; Becker, Daniel M

    2017-04-01

    To assess advanced communication skills among second-year medical students exposed either to a computer simulation (MPathic-VR) featuring virtual humans, or to a multimedia computer-based learning module, and to understand each group's experiences and learning preferences. A single-blinded, mixed methods, randomized, multisite trial compared MPathic-VR (N=210) to computer-based learning (N=211). Primary outcomes: communication scores during repeat interactions with MPathic-VR's intercultural and interprofessional communication scenarios and scores on a subsequent advanced communication skills objective structured clinical examination (OSCE). Multivariate analysis of variance was used to compare outcomes. student attitude surveys and qualitative assessments of their experiences with MPathic-VR or computer-based learning. MPathic-VR-trained students improved their intercultural and interprofessional communication performance between their first and second interactions with each scenario. They also achieved significantly higher composite scores on the OSCE than computer-based learning-trained students. Attitudes and experiences were more positive among students trained with MPathic-VR, who valued its providing immediate feedback, teaching nonverbal communication skills, and preparing them for emotion-charged patient encounters. MPathic-VR was effective in training advanced communication skills and in enabling knowledge transfer into a more realistic clinical situation. MPathic-VR's virtual human simulation offers an effective and engaging means of advanced communication training. Copyright © 2016 Elsevier Ireland Ltd. All rights reserved.

  20. GROUP ORAL PRESENTATION IN BUSINESS COMMUNICATION B

    OpenAIRE

    Hong-Nguyen, NGUYEN

    2015-01-01

    Oral presentations are becoming more and more important in language learning process, especially in the university environment. In Business Communication B course at Kanazawa Institute of Technology (KIT), students also have a chance learn how to do group oral presentation on some business-related topics and this is one of the most important parts in the assessment process of Business Communication B course. In this paper, a review of the literature will illustrate how this oral activity coul...

  1. Supporting Group Communication Among UX Consultants

    OpenAIRE

    Feldt, Tommy

    2015-01-01

    Professional User Experience (UX) practitioners have an inherent need for effective group communication practices. If they work as external consultants, the need is arguably even greater. Enterprise Social Media (ESM) technologies have affordances that make them seem promising for this domain. The aim of this thesis is thus to identify the domain-specific communicative needs of UX consultants, and discuss how these might be supported using ESM. A case study was conducted, examining how the ES...

  2. How to maintain equity and objectivity in assessing the communication skills in a large group of student nurses during a long examination session, using the Objective Structured Clinical Examination (OSCE).

    Science.gov (United States)

    Bagnasco, Annamaria; Tolotti, Angela; Pagnucci, Nicola; Torre, Giancarlo; Timmins, Fiona; Aleo, Giuseppe; Sasso, Loredana

    2016-03-01

    While development, testing, and innovation of the Objective Structured Clinical Examination (OSCE) are common in the international literature, studies from the United States of America (USA), Australia, and the United Kingdom (UK) predominate. There is little known about OSCE use in European countries, such as Italy, where other than cost analysis, there is little reporting of OSCE use or validation. This paper reports on one Italian initiative, which evaluated the equity and objectivity of the OSCE method of assessing communication skills. An OSCE method was used to assess the communication skills of first-year students of the Degree Course in Nursing. A method of simulation was implemented through role-playing with standardized patients. An observational method was used to collect data. Four hundred and twenty-one first-year undergraduate nursing students at one university site in Italy took part. Ten examination sessions were carried out. The students' performances were assessed by two examiners who used a structured observation grid and conducted their assessment separately. A situation simulated by four nurses with experience as actors was used as the topic for the students' examination. Calculation of the daily rate of students who passed the examination revealed a random distribution over time. The nonparametric correlation indexes referring to the assessments and to the scores assigned by the two examiners proved statistically significant (P≤0.001). The study confirmed the validity of the OSCE method in ensuring equity and objectivity of communication skills assessment in a large population of nursing students for the purpose of certification throughout the duration of the examination. This has important implications for nurse education and practice as the extent to which OSCE approaches, while deemed objective, are culturally sensitive or valid and reliable across cultures is not clear. This is something that requires further research and examination in

  3. Do communication training programs improve students’ communication skills? - a follow-up study

    Science.gov (United States)

    2012-01-01

    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 communication skills were not correlated (Pearson’s r = 0.03; n.s.). 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. PMID:22947372

  4. EQClinic: a platform for learning communication skills in clinical consultations

    Directory of Open Access Journals (Sweden)

    Chunfeng Liu

    2016-07-01

    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

  5. EQClinic: a platform for learning communication skills in clinical consultations.

    Science.gov (United States)

    Liu, Chunfeng; Scott, Karen M; Lim, Renee L; Taylor, Silas; Calvo, Rafael A

    2016-01-01

    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. 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. 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. It is not easy to improve non-verbal communication skills in a short time period. Further evaluation of

  6. Communication skills training to address disruptive physician behavior.

    Science.gov (United States)

    Saxton, Rebecca

    2012-05-01

    Disruptive behavior among health care providers has been linked to negative patient outcomes. High-stress areas, including the perioperative setting, are especially prone to this behavior. The purpose of this study was to develop, implement, and evaluate an educational communication skills intervention aimed at increasing the perceived self-efficacy of perioperative nurses to address disruptive physician behavior. Seventeen perioperative nurses participated in a two-day communication skills program presented by a certified Crucial Conversations trainer. By using paired t test analysis, I found that there was a statistically significant increase in total mean self-efficacy scores immediately after the intervention and four weeks after the intervention. In addition, four weeks after the intervention, participants reported the ability to address disruptive physician behavior 71% of the time. The results of this study suggest that one intervention strategy to address the serious threat of disruptive physician behavior to patient safety is to educate nurses in communication skills.

  7. [A workshop to improve written communication skills of medical students].

    Science.gov (United States)

    Bitran, Marcela; Zúñiga, Denisse; Flotts, Paulina; Padilla, Oslando; Moreno, Rodrigo

    2009-05-01

    Despite being among the best academically prepared of the country, many medical students have difficulties to communicate in writing. In 2005, the School of Medicine at the Pontificia Universidad Católica de Chile introduced a writing workshop in the undergraduate curriculum, to enhance the students' writing skills. To describe the workshop and its impact on the writing skills of 3 cohorts of students. This 30-h workshop used a participative methodology with emphasis on deliberate practice and feedback. Students worked in small groups with a faculty member specially trained in writing. The qualities of the essays written before and after the workshop were compared. Essays were rated by a professional team that used an analytic rubric to measure formal aspects of text writing as well as more complex thinking processes. There was a significant improvement in the quality of the texts written after the workshop; the main changes occurred in argumentation, and in paragraph and text structure. This improvement was inversely proportional to the initial level of performance, and independent of gender. A writing workshop based on deliberate practice and personalized feedback is effective to enhance the writing proficiency of medical students. Due to its design, this workshop could be useful for students of other careers and universities.

  8. Communication and interpersonal skills enhancement in midwifery: review

    Directory of Open Access Journals (Sweden)

    Zuzana Škodová

    2016-08-01

    Full Text Available Aim: The aim of this study is to analyze the available research evidence on the effectiveness of training methods used in communication and interpersonal skills enhancement in midwifery practice and study. Design: Review. Methods: A systematic search in SCOPUS and PubMed databases was performed, with the following selection criteria for studies: quantitative studies in English between the years 2006-2016, using the key words: communication enhancement, communication training, and midwifery in their abstract or title. Theoretical analyses of the problem and review articles were excluded. The search process resulted in the discovery of nine studies focusing on communication skills enhancement in midwifery. Results: All of the available studies confirmed positive effects on communication skills in general, particularly on self-confidence, self-awareness, subjective feelings of competency, and communication within the team. Roleplay with patient-actors proved to be more effective than patient simulators. Conclusion: Although positive effects of the communication training programs were reported in the articles reviewed, there was a high level of heterogeneity in the intervention methods, length and outcome measures used within the training programs. Research studies comparing the effectiveness of the different training methods, using objective outcome measures, and with good quality methodological background, are needed in this area in order to formulate clear recommendations for practice regarding effective interventions.

  9. Communication skills for mobile remote presence technology in clinical interactions.

    Science.gov (United States)

    Nestel, Debra; Sains, Parvinder; Wetzel, Cordula M; Nolan, Carmel; Tay, Ann; Kneebone, Roger L; Darzi, Ara W

    2007-01-01

    The use of mobile robotic units for teleconsultation means that the clinician's cognitive and attention skills are divided between tele-operation of the robotic unit and the consultation with the patient. We developed a communication guide based on evidence-based patient-centred interviewing and telephone conferencing skills. The communication guide was tested by five trainee surgeons in a pre- and post-test design. Each surgeon completed three simulated patient consultations. After reading the communication guide, trainees completed three further consultations. The trainees rated authenticity, degree of difficulty, familiarity of clinical presentation and confidence in using telepresence to manage the consultations. Their mean scores were 3.0-4.6, 2.2-4.0, 4.4-4.8 and 3.2-4.2 respectively (maximum possible score 5). The simulated patients rated their satisfaction with communication. Their ratings suggested that there were areas for communication skills development with mean scores ranging from 8.2 to 11.4 (maximum possible score = 15). Although we do not yet know enough about communicating with real patients using mobile robotic units, the communication guide appeared to be useful in our simulated interactions.

  10. Teaching empathy and other compassion-based communication skills.

    Science.gov (United States)

    Kelley, Kevin J; Kelley, Mary F

    2013-01-01

    Empathy plays an important role in comprehensive nursing care. Empathy outcome research shows that exposure to an empathetic person has a palliative and even healing effect on patients. Teaching nurses how to communicate with empathy is crucial to unleash the true potential that empathy has to transform and heal. Four active listening skills and six compassion-based skills are defined. A suggested training rubric appropriate for use in multiple training contexts is provided.

  11. Residents′ perceptions of communication skills in postgraduate medical training programs of Pakistan

    Directory of Open Access Journals (Sweden)

    Avan B

    2005-01-01

    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.

  12. Using patients as educators for communication skills: Exploring dental students' and patients' views.

    Science.gov (United States)

    Coelho, C; Pooler, J; Lloyd, H

    2017-07-17

    A qualitative study to explore the issues for patients and students when giving feedback on the communication of dental students. The Department of Health and National Institute for Health Research are committed to involving patients in improving clinical education, research and service delivery. Yet, there is a limited body of evidence on the perceptions of patients when asked to be involved in this way, and specifically when asked to provide feedback on the communication skills of dental students. This study seeks to address this gap and heighten the understanding of the issues faced by patients when asked to be involved in clinical education. Data were collected using focus groups with dental students (n=10) and patients (n=8) being treated by these students. Both groups were asked about their thoughts, feelings and beliefs about patients being asked to provide feedback on the communication skills of dental students. Data analysis involved inductive thematic analysis of transcribed audio recordings. Four themes emerged from the data: "legitimacy," "co-educators," "maintaining the equilibrium of the patient-student relationship" and the "timing of patient feedback." Support for involving patients in giving feedback on students' communication skills was established, with patients considering they were best placed to comment on the communication skills of dental students. Patients and students do not want to provide feedback alone and want support to assist them, especially if feedback was negative. Issues of anonymity, confidentiality and ownership of the feedback process were worrisome, and the positioning of patient feedback in the programme was seen as critical. Patients and students are willing to engage in patient feedback on students' communication skills, and with support and training, the concerns around this are not insurmountable and the benefits could potentially profit both groups. These findings have resonance with other healthcare educators when

  13. Communication Skills for the Cosmetology Industry.

    Science.gov (United States)

    Rader, Wendy

    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…

  14. THE RELEVANCE OF COMMUNICATION SKILLS TO LIBRARY ...

    African Journals Online (AJOL)

    ordinary meaning and again define communication in relation to inter-action ..... a receptionist/Public Relations Officer in an organization that can make or mar ... signs, symbols and tags when laid out at the checkpoint and other strategic ...

  15. Communication Skills in Girls with Rett Syndrome

    Science.gov (United States)

    Bartolotta, Theresa E.; Zipp, Genevieve P.; Simpkins, Susan D.; Glazewski, Barbara

    2011-01-01

    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…

  16. Communication skills of healthcare professionals in paediatric diabetes services.

    Science.gov (United States)

    Hambly, H; Robling, M; Crowne, E; Hood, K; Gregory, J W

    2009-05-01

    To identify training needs in communication skills and to assess training preferences of staff working in paediatric diabetes services, which will inform the development of a learning programme in behaviour change counselling for healthcare professionals. Three hundred and eighty-five staff in 67 UK paediatric diabetes services were sent questionnaires to determine their previous communication skills training, to measure their self-reported view of the importance of and confidence in addressing common clinical problems and to assess the perceived feasibility of training methods to improve skillfulness. Two hundred and sixty-six questionnaires (69%) were returned from 65 services. Sixteen per cent of doctors, nurses and dietitians reported no previous training in communication skills and 47% had received no training since graduating. Respondents rated psychosocial issues as more important to address than medical issues within consultations (t = 8.93, P important component of consultations involving young people with diabetes, but healthcare professionals find it easier to address medical issues. This represents a key training need in communication skills for diabetes professionals. The survey will inform the development of a tailored learning programme for health professionals in UK paediatric diabetes clinics.

  17. Improving communication with palliative care cancer patients at home - A pilot study of SAGE & THYME communication skills model.

    Science.gov (United States)

    Griffiths, Jane; Wilson, Charlotte; Ewing, Gail; Connolly, Michael; Grande, Gunn

    2015-10-01

    To pilot an evidence-based communication skills model (SAGE & THYME) with UK District Nurses (DNs) who visit patients with advanced cancer early in the dying trajectory. Evidence suggests that DNs lack confidence in communication skills and in assessing cancer patients' psycho-social needs; also that they lack time. SAGE & THYME is a highly structured model for teaching patient centred interactions. It addresses concerns about confidence and time. Mixed methods. 33 DNs were trained in SAGE & THYME in a three hour workshop and interviewed in focus groups on three occasions: pre-training, immediately post-training and two months post-training. Questionnaires measuring perceived outcomes of communication, confidence in communication and motivation to use SAGE & THYME were administered at the focus groups. SAGE & THYME provided a structure for conversations and facilitated opening and closing of interactions. The main principle of patient centeredness was reportedly used by all. Knowledge about communication behaviours helpful to patients improved and was sustained two months after training. Increased confidence in communication skills was also sustained. Motivation to use SAGE & THYME was high and remained so at two months, and some said the model saved them time. Challenges with using the model included controlling the home environment and a change in style of communication which was so marked some DNs preferred to use it with new patients. Training DNs in SAGE & THYME in a three hour workshop appears to be a promising model for improving communication skills when working with cancer patients. Crown Copyright © 2015. Published by Elsevier Ltd. All rights reserved.

  18. Improving Climate Change Communication Skills through Community Outreach

    Science.gov (United States)

    Hanrahan, J.

    2015-12-01

    While many undergraduate Atmospheric Science departments are expanding their curriculums to focus on the science of climate change, often overlooked is the need to educate students about how this topic can be effectively communicated to others. It has become increasingly difficult for young scientists to comfortably discuss this polarizing topic with people outside of the classroom. To address this, Atmospheric Science faculty at Lyndon State College are providing undergraduate students the opportunity to practice this important skill by reaching out to the local community. Over the past year, students have been meeting regularly to discuss climate change and its impacts, and to present this information to the general public at local schools and organizations. The group was organized with the primary goal of teaching undergraduate students about effective ways to communicate basic climate science to nonscientists, but to also improve public understanding of anthropogenic climate change while starting a conversation among young people in the community. We will identify lessons learned after one year, discuss effective strategies, and summarize student feedback.

  19. Communication skills for extended duties dental nurses: the childsmile perspective.

    Science.gov (United States)

    O'Keefe, Emma

    2015-02-01

    Good communication and influencing skills are key competency areas for dental nurses and are highly relevant when working with children and their families/carers in Childsmile, a national oral health improvement programme for children in Scotland. The General Dental Council (GDC) identifies communication skills as one of the nine principles for registrants; a large number of complaints seen by the GDC relate to allegations around communication and patient expectations not being fully met. Much time and investment has been spent in researching the role of the Extended Duties Dental Nurse (EDDN) and ensuring appropriate training is provided. While there is specific training for EDDNs delivering the Childsmile programme, the programme appreciates that good communication skills are a core component of all training programmes for dental nurses. This paper sets out to explore the role of EDDNs in Childsmile and specifically looks at the importance of good communication skills and how it facilitates and impacts on the delivery of the Childsmile programme in a variety of settings.

  20. Moral imagination in simulation-based communication skills training.

    Science.gov (United States)

    Chen, Ruth P

    2011-01-01

    Clinical simulation is used in nursing education and in other health professional programs to prepare students for future clinical practice. Simulation can be used to teach students communication skills and how to deliver bad news to patients and families. However, skilled communication in clinical practice requires students to move beyond simply learning superficial communication techniques and behaviors. This article presents an unexplored concept in the simulation literature: the exercise of moral imagination by the health professional student. Drawing from the works of Hume, Aristotle and Gadamer, a conceptualization of moral imagination is first provided. Next, this article argues that students must exercise moral imagination on two levels: towards the direct communication exchange before them; and to the representative nature of simulation encounters. Last, the limits of moral imagination in simulation-based education are discussed.

  1. Learning to communicate risk information in groups

    Directory of Open Access Journals (Sweden)

    Hsuchi Ting

    2008-12-01

    Full Text Available Despite vigorous research on risk communication, little is known about the social forces that drive these choices. Erev, Wallsten, and Neal (1991 showed that forecasters learn to select verbal or numerical probability estimates as a function of which mode yields on average the larger group payoffs. We extend the result by investigating the effect of group size on the speed with which forecasters converge on the better communication mode. On the basis of social facilitation theory we hypothesized that small groups induce less arousal and anxiety among their members than do large groups when performing new tasks, and therefore that forecasters in small groups will learn the better communication mode more quickly. This result obtained in Experiment 1, which compared groups of size 3 to groups of size 5 or 6. To test whether social loafing rather than social facilitation was mediating the effects, Experiment 2 compared social to personal feedback holding group size constant at 3 members. Learning was faster in the personal feedback condition, suggesting that social facilitation rather than loafing underlay the results.

  2. Intercultural doctor-patient communication in daily outpatient care: relevant communication skills

    NARCIS (Netherlands)

    Paternotte, E.; Scheele, F.; Seeleman, C.M.; Bank, L.; Scherpbier, A.J.; Dulmen, S. van

    2016-01-01

    INTRODUCTION: Intercultural communication (ICC) between doctors and patients is often associated with misunderstandings and dissatisfaction. To develop ICC-specific medical education, it is important to find out which ICC skills medical specialists currently apply in daily clinical consultations.

  3. Vocational trainees’ views and experiences regarding the learning and teaching of communication skills in general practice

    OpenAIRE

    Van Nuland, Marc; Thijs, Gaby; Royen, Paul,; Van den Noortgate, Wim; Goedhuys, Jo

    2010-01-01

    Objective: To explore the views and experiences of general practice (GP) vocational trainees regarding communication skills (CS) and the teaching and learning of these skills. METHODS: A purposive sample of second and third (final) year GP trainees took part in six focus group (FG) discussions. Transcripts were coded and analysed in accordance with a grounded theory approach by two investigators using Alas-ti software. Finally results were triangulated by means of semi-structured telephone in...

  4. Communication & Negotiation Skills Workshop for Women II

    Science.gov (United States)

    2016-03-01

    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.

  5. Communication & Negotiation Skills Workshop for Women I

    Science.gov (United States)

    2016-03-01

    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.

  6. Astronomy Courses which Emphasize Communication Skills

    Science.gov (United States)

    Dinerstein, H. L.

    1998-12-01

    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).

  7. Teaching intercultural negotiation and communication skills: an international experiment

    OpenAIRE

    Poncini, Gina; Charles, Mirjaliisa

    2005-01-01

    This paper reports on the initial phase of an international teaching experiment involving the use of videoconferencing for the teaching of intercultural business communication and negotiation skills. The experiment has the following aims: (a) to give insight into how students from different cultures operate in nearly identical situations, (b) to give students exposure to intercultural communication through videoconferencing, (c) to allow students to assess videoconferencing as a tool for inte...

  8. Should we use philosophy to teach clinical communication skills?

    Science.gov (United States)

    2016-01-01

    Effective communication between the doctor and patient is crucial for good quality health care. Yet, this form of communication is often problematic, which may lead to several negative consequences for both patients and doctors. Clinical communication skills have become important components of medical training programmes. The traditional approach is to teach students particular communication skills, such as listening to patients and asking open-ended questions. Despite their importance, such training approaches do not seem to be enough to deliver medical practitioners who are able and committed to communicate effectively with patients. This might be due to the pervasive negative influence of the medical profession’s (mistaken) understanding of itself as a natural science on doctor–patient communication. Doctors who have been trained according to a positivist framework may consider their only responsibility to be the physical treatment of physical disorders. They may thus have little regard for the patient’s psychological and social world and by extension for communication with the patient and/or their caregivers. To address this problem, I propose a curriculum, based on the academic field of philosophy, for teaching clinical communication. PMID:28155325

  9. Should we use philosophy to teach clinical communication skills?

    Directory of Open Access Journals (Sweden)

    Berna Gerber

    2016-03-01

    Full Text Available Effective communication between the doctor and patient is crucial for good quality health care. Yet, this form of communication is often problematic, which may lead to several negative consequences for both patients and doctors. Clinical communication skills have become important components of medical training programmes. The traditional approach is to teach students particular communication skills, such as listening to patients and asking open-ended questions. Despite their importance, such training approaches do not seem to be enough to deliver medical practitioners who are able and committed to communicate effectively with patients. This might be due to the pervasive negative influence of the medical profession’s (mistaken understanding of itself as a natural science on doctor–patient communication. Doctors who have been trained according to a positivist framework may consider their only responsibility to be the physical treatment of physical disorders. They may thus have little regard for the patient’s psychological and social world and by extension for communication with the patient and/or their caregivers. To address this problem, I propose a curriculum, based on the academic field of philosophy, for teaching clinical communication.

  10. Should we use philosophy to teach clinical communication skills?

    Directory of Open Access Journals (Sweden)

    Berna Gerber

    2016-03-01

    Full Text Available Effective communication between the doctor and patient is crucial for good quality health care. Yet, this form of communication is often problematic, which may lead to several negative consequences for both patients and doctors. Clinical communication skills have become important components of medical training programmes. The traditional approach is to teach students particular communication skills, such as listening to patients and asking open-ended questions. Despite their importance, such training approaches do not seem to be enough to deliver medical practitioners who are able and committed to communicate effectively with patients. This might be due to the pervasive negative influence of the medical profession’s (mistaken understanding of itself as a natural science on doctor–patient communication. Doctors who have been trained according to a positivist framework may consider their only responsibility to be the physical treatment of physical disorders. They may thus have little regard for the patient’s psychological and social world and by extension for communication with the patient and/or their caregivers. To address this problem, I propose a curriculum, based on the academic field of philosophy, for teaching clinical communication.

  11. Should we use philosophy to teach clinical communication skills?

    Science.gov (United States)

    Gerber, Berna

    2016-11-16

    Effective communication between the doctor and patient is crucial for good quality health care. Yet, this form of communication is often problematic, which may lead to several negative consequences for both patients and doctors. Clinical communication skills have become important components of medical training programmes. The traditional approach is to teach students particular communication skills, such as listening to patients and asking open-ended questions. Despite their importance, such training approaches do not seem to be enough to deliver medical practitioners who are able and committed to communicate effectively with patients. This might be due to the pervasive negative influence of the medical profession's (mistaken) understanding of itself as a natural science on doctor-patient communication. Doctors who have been trained according to a positivist framework may consider their only responsibility to be the physical treatment of physical disorders. They may thus have little regard for the patient's psychological and social world and by extension for communication with the patient and/or their caregivers. To address this problem, I propose a curriculum, based on the academic field of philosophy, for teaching clinical communication.

  12. Workplace Communication: What "The Apprentice" Teaches about Communication Skills

    Science.gov (United States)

    Kinnick, Katherine N.; Parton, Sabrena R.

    2005-01-01

    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,…

  13. Intercultural doctor-patient communication in daily outpatient care: relevant communication skills.

    Science.gov (United States)

    Paternotte, Emma; Scheele, Fedde; Seeleman, Conny M; Bank, Lindsay; Scherpbier, Albert J J A; van Dulmen, Sandra

    2016-10-01

    Intercultural communication (ICC) between doctors and patients is often associated with misunderstandings and dissatisfaction. To develop ICC-specific medical education, it is important to find out which ICC skills medical specialists currently apply in daily clinical consultations. Doctor-patient consultations of Dutch doctors with non-Dutch patients were videotaped in a multi-ethnic hospital in the Netherlands. The consultations were analyzed using the validated MAAS-Global assessment list in combination with factors influencing ICC, as described in the literature. In total, 39 videotaped consultations were analyzed. The doctors proved to be capable of practising many communication skills, such as listening and empathic communication behaviour. Other skills were not practised, such as being culturally aware and checking the patient's language ability. We showed that doctors did practice some but not all the relevant ICC skills and that the ICC style of the doctors was mainly biomedically centred. Furthermore, we discussed the possible overlap between intercultural and patient-centred communication. Implications for practice could be to implement the relevant ICC skills in the existing communication training or develop a communication training with a patient-centred approach including ICC skills.

  14. Optimized Communication of Group Mobility in WPAN

    Directory of Open Access Journals (Sweden)

    Suman Lata

    2016-03-01

    Full Text Available ZigBee is a low cost, low-power consumption and long battery life network that is based on the IEEE 802.15.4 standard; which is most usually used to transfer low data rates information in the Wireless Personal Area Network (WPAN. In the Wireless Personal Area Network (WPAN network, capability of sensor network and mobile network are combined that have energy limit and sensing range limits. Here a network is composed of a number of Sub-Network or groups with the selection of group leader. Group formation is defined under sensing range limit, density limit and type of nodes. The selection of group leader is defined under velocity analysis, energy and average distance after that inter group and intra group communication is performed and then Handoff mechanism is performed when nodes switch the group or group switch the base station.

  15. Mobile phones as a health communication tool to improve skilled attendance at delivery in Zanzibar

    DEFF Research Database (Denmark)

    Lund, S; Hemed, M; Nielsen, Birgitte Bruun

    2012-01-01

    Please cite this paper as: Lund S, Hemed M, Nielsen B, Said A, Said K, Makungu M, Rasch V. Mobile phones as a health communication tool to improve skilled attendance at delivery in Zanzibar: a cluster-randomised controlled trial. BJOG 2012; DOI: 10.1111/j.1471-0528.2012.03413.x. Objective......  To examine the association between a mobile phone intervention and skilled delivery attendance in a resource-limited setting. Design  Pragmatic cluster-randomised controlled trial with primary healthcare facilities as the unit of randomisation. Setting  Primary healthcare facilities in Zanzibar. Population...... component. Main outcome measures  Skilled delivery attendance. Results  The mobile phone intervention was associated with an increase in skilled delivery attendance: 60% of the women in the intervention group versus 47% in the control group delivered with skilled attendance. The intervention produced...

  16. Attitudes of Portuguese medical residents' towards clinical communication skills.

    Science.gov (United States)

    Loureiro, Elizabete; Severo, Milton; Ferreira, Maria Amélia

    2015-08-01

    To explore the attitudes and perceptions of Portuguese residents towards Clinical Communication Skills (CCS) and the need for complementary training. 78 medical residents responded to an on-line questionnaire which comprised demographic data, open-ended questions and a Portuguese version of the Communication Skills Attitude Scale (CSAS). Residents gave significantly higher scores (Pcommunication skills in general, compared to CSAS2 (attitudes towards the teaching/learning process of CCS). Residents doing their residency training in other parts of the country, other than the north, reveal a higher perception of insufficient training (72.7% vs. 38.7%, P=0.036). Residents showed more positive attitudes towards communication skills than towards the teaching/learning process. They admit to need more training in CCS in their residency year and highlight that the clinical cycle of undergraduate education should integrate these topics. Content analysis indicates that residents' perceptions are context-influenced. Integration of CCS in the undergraduate education, enhanced during post-graduate training. Training of clinical faculty and supervisors/tutors and the role that stakeholders have to play in order to promote continuous training in CCS; encourage patient-centeredness and reflective practice, as to facilitate transfer of acquired skills to clinical practice. Copyright © 2015 Elsevier Ireland Ltd. All rights reserved.

  17. Using Oral Exams to Assess Communication Skills in Business Courses

    Science.gov (United States)

    Burke-Smalley, Lisa A.

    2014-01-01

    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…

  18. Hybrid Learning in Enhancing Communicative Skill in English

    Science.gov (United States)

    Singaravelu, G.

    2010-01-01

    The present study highlights the effectiveness of Hybrid-Learning in enhancing communicative skill in English among the Trainees of Bachelor of education of School of Distance Education, Bharathiar University,Coimbatore. Hybrid learning refers to mixing of different learning methods or mixing two more methods for teaching learning process. It…

  19. Learning Intercultural Communication Skills with Virtual Humans: Feedback and Fidelity

    Science.gov (United States)

    Lane, H. Chad; Hays, Matthew Jensen; Core, Mark G.; Auerbach, Daniel

    2013-01-01

    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.…

  20. Vocal Nonverbal Communication Skill and Deliberate Social Influence.

    Science.gov (United States)

    Hall, Judith A.

    An experiment tested the hypothesis that the outcome of a vocal nonverbal persuasion attempt can be affected by the participants' skills in nonverbal communication. Subjects' vocal sending or decoding abilities were pretested. Senders and decoders (N=54) were agents and recipients of social influence, respectively, in a field experiment in which…

  1. Teaching Communication Skills to First-Year Medical Students.

    Science.gov (United States)

    Quirk, Mark; Letendre, Andrew

    1986-01-01

    A course in communication skills for medical students at the University of Massachusetts Medical School is described. Three issues are examined: the effectiveness of behavioral scientists and physicians as course instructors, the value of videotaped role-playing exercises, and the value of trained actors and medical students as simulated patients.…

  2. Using Oral Exams to Assess Communication Skills in Business Courses

    Science.gov (United States)

    Burke-Smalley, Lisa A.

    2014-01-01

    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…

  3. Using Discussion Pedagogy to Enhance Oral and Written Communication Skills

    Science.gov (United States)

    Dallimore, Elise J.; Hertenstein, Julie H.; Platt, Marjorie B.

    2008-01-01

    This research project examines students' reactions to in-class discussion as an instructional technique by investigating the effect of participation practices on communication-based skill development. The findings provide evidence that active preparation and participation in class discussion can be linked to students' reports of improved oral and…

  4. Using Discussion Pedagogy to Enhance Oral and Written Communication Skills

    Science.gov (United States)

    Dallimore, Elise J.; Hertenstein, Julie H.; Platt, Marjorie B.

    2008-01-01

    This research project examines students' reactions to in-class discussion as an instructional technique by investigating the effect of participation practices on communication-based skill development. The findings provide evidence that active preparation and participation in class discussion can be linked to students' reports of improved oral and…

  5. Enhancing Students' Communication Skills through Treffinger Teaching Model

    Science.gov (United States)

    Alhaddad, Idrus; Kusumah, Yaya S.; Sabandar, Jozua; Dahlan, Jarnawi A.

    2015-01-01

    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…

  6. Involving Parents in Teaching Social Communication Skills to Young Children

    Science.gov (United States)

    Weiss, Amy L.; Theadore, Geraldine

    2011-01-01

    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…

  7. Investigation of Pre-Service Teachers' Communication Skills

    Science.gov (United States)

    Kana, Fatih

    2015-01-01

    The purpose of this study is to determine the levels of Turkish language pre-service teachers' communication skills. Descriptive survey model was used in this study. 218 pre-service Turkish language teachers, who are studying at Department of Turkish Language Teaching at a university in the west of Turkey, participated in the study. Criterion…

  8. Enhancing Students' Communication Skills through Problem Posing and Presentation

    Science.gov (United States)

    Sugito; E. S., Sri Mulyani; Hartono; Supartono

    2017-01-01

    This study was to explore how enhance communication skill through problem posing and presentation method. The subjects of this research were the seven grade students Junior High School, including 20 male and 14 female. This research was conducted in two cycles and each cycle consisted of four steps, they were: planning, action, observation, and…

  9. The Doctor Patient Relationship; what if Communication Skills are not used? A Maltese Story.

    Science.gov (United States)

    Woodhead, Sophie; Lindsley, Isabella; Micallef, Claranne; Agius, Mark

    2015-09-01

    The doctor patient relationship is fundamental to the practice of medicine. In the UK, much work has been carried out to develop taining in communication skills for both doctors and medical students. Whereas it is true that controled trials of communication skills are now beginning to emerge in the primary care literature, it is also true that there is need for studies of communication skills on the hospital ward. One alternative form of evidence for the need of communication skills is that of anthropological studies of hospital wards. We here summarise the observations made in one such anthropological study which was carried out in a renal unit in Malta. The conclusion of these observations is that the inability of the doctors to utilise communication skills is that patients develop meaningful relationships with other groups of professionals, to the extent that they consider them as part of an extended family. Doctors remain isolated from all these relationships and only relate to patients from a position of power.

  10. COMMUNICATION SKILLS AT JOB INTERVIEW: PEDAGOGICAL INSIGHT INTO THE PROBLEM

    Directory of Open Access Journals (Sweden)

    J. Ageeva

    2016-01-01

    Full Text Available The aim of the study is to justify the need of teaching students how to use communicative skills in foreign language during the job interview; to demonstrate how to form the corresponding verbal competences based on the analysis of the certain communicative situation.Methods. The complex of complementary research methods are used in order to achieve the set goal: theoretical methods – analysis, synthesis, generalization of research papers; empirical methods – discourse-analysis of institutional communication; methods of data collection and storage; experimental methods – experimental learning, implementation.Results and scientific novelty. It is shown how to build up pupils’ competence of speech behavior during business dialogue, proceeding from a communicative situation. For the first time the job interview was described from the communicative point of view (strategic goals and verbal behavior of both communicators based on the recordings of real job interviews.Practical significance. The study results presented in the paper may be used in direct teaching communicative skills at the job interview, in theoretical courses (delivering lectures on cross-cultural education, teaching foreign languages, the language of the specialty, etc..

  11. THE RELATIONSHIP BETWEEN PRIMARY STUDENTS' SCIENCE PROCESS SKILLS AND LEVELS OF USING INFORMATION COMMUNICATION TECHNOLOGIES

    Directory of Open Access Journals (Sweden)

    ESRA AÇIKGÜL FIRAT

    2013-06-01

    Full Text Available Today’s technology provides accessing almost all kinds of information. Information and Communication Technologies (ICT can be located in all the steps of the process of scientific research. Therefore, it is considered that technology has major contribution to the development of scientific process skills. Our study aims at determining the relationship between primary students' science process skills and levels of using ICT. The study group consisted of 487 primary students attending to 5 randomly selected schools at urban of the province of Adiyaman in 2009–2010 academic year. "Science Process Skills Test" and "Use of Information Communication Technologies Scale" were used in order to collect the data. The research, is a quantitative study carried out by using a correlational survey method. It was found that a significant relationship between students' science process skills and levels of using ICT according to the Pearson correlation coefficient.

  12. The Role of Live Video Capture Production in the Development of Student Communication Skills

    Science.gov (United States)

    O'Donoghue, Michael; Cochrane, Tom A.

    2010-01-01

    Civil and natural resources engineering students at the University of Canterbury, New Zealand, take specific courses requiring small group research projects and the presentation of findings to staff and peers. Although one of the aims of these presentations is to assist in the development of the students' communication skills, staff have raised…

  13. Borrowing from Health Communications to Motivate Students to Learn Information Literacy Skills

    Science.gov (United States)

    Banas, Jennifer R.

    2009-01-01

    Given an unfamiliar audience, an undervalued skill, and a limited time to present, librarian information specialists need a prescriptive means to generate motivation to learn. Tailoring, more commonly used in health communications, could enhance perceived task attractiveness and relevancy. In a controlled trial, two groups were compared on the…

  14. The Readiness of English Communication Skills of Tourism Employees in Bangkok for Entering the ASEAN Community

    Science.gov (United States)

    Kuosuwan, Bavornluck

    2016-01-01

    The objective of this research was to study the readiness of English communication skills of tourism employees in Bangkok for entering the ASEAN community. The scope of this research included the employees from 26 tourism companies. A sample group was determined by utilizing multiple-stage sampling. At least three samples were collected from each…

  15. Learning object for teacher training aimed to develop communication skills

    Directory of Open Access Journals (Sweden)

    Norma Esmeralda RODRÍGUEZ RAMÍREZ

    2014-06-01

    Full Text Available This article presents the results and reflections obtained across a research aimed to analyze the quality criteria of an opened learning object oriented to develop communication skills in order to be able to report and validate it according to its content, pedagogic structure, technological structure, graphical and textual language and usability to teacher training, in order to base it theoretically, pedagogically and technologically. The research question was: Which are the quality criteria that a learning object aimed to develop communication skills must cover? Under a quantitative approach, there were electronic questionnaires applied to: 34 Technological University teachers, eight experts about of communicative competence, teaching, technology and graphic design. The results indicated that some of the quality criteria of learning object are: the effective managing of the learning content, the balanced composition of his pedagogic structure, the technological structure efficiency and the proper managing of graphical and textual language.

  16. Short communication: study on veterinarian communication skills preferred and perceived by dairy farmers.

    Science.gov (United States)

    Cipolla, M; Zecconi, A

    2015-04-01

    Effective communication in dairy farms improves management and herd health, and it is also pivotal for public health in a "from farm to fork" perspective. This paper reports the results of a descriptive study on dairy farmers' perception of veterinarian and other consultants' communication skills. Perceived communication skills showed to be significantly lower than desired ones for all the professional figures considered. Despite these unsatisfactory results, veterinarian were the most appreciated and skilled consultants. The observed farmers' dissatisfaction increases farmers' difficulties in identifying proper targets and proper consultant. An increase in the skill of veterinarian to deliver effective and tailored messages could help to overcome the problem. Copyright © 2015 Elsevier Ltd. All rights reserved.

  17. Communication and communication skills training in oncology: open questions and future tasks.

    Science.gov (United States)

    Kiss, A; Söllner, W

    2006-01-01

    Based on their experience as teachers of communication skills training for oncology clinicians, the authors report their observations and reflect on open questions and future challenges with regard to communication in cancer care. Both of us have been training oncologists and oncology nurses in communication skills training (CST) for many years (Kiss 1999). This might be the reason why the editor asked us to comment on CST from a clinical point of view. We will therefore share some observations we made while doing such training and we will try to define future tasks.

  18. Comparison of communication skills between medical students admitted after interviews or on academic merits

    Directory of Open Access Journals (Sweden)

    Dahlin Marie

    2012-06-01

    Full Text Available Abstract Background Selection of the best medical students among applicants is debated and many different methods are used. Academic merits predict good academic performance, but students admitted by other pathways need not be less successful. The aim of this study, was to compare communication skills between students admitted to medical school through interviews or on academic merits, respectively. Methods A retrospective cohort study. Communication skills at a surgical OSCE in 2008 were assessed independently by two observers using an evaluative rating scale. Correlations, t-tests and multivariate analyses by logistic regressions were employed. Academic merits were defined as upper secondary school grade point average (GPA or scores from the Swedish Scholastic Assessment Test (SweSAT. Results The risk of showing unsatisfactory communicative performance was significantly lower among the students selected by interviews (OR 0.32, CI95 0.12-0.83, compared to those selected on the basis of academic merits. However, there was no significant difference in communication skills scores between the different admission groups; neither did the proportion of high performers differ. No difference in the result of the written examination was seen between groups. Conclusions Our results confirm previous experience from many medical schools that students selected in different ways achieve comparable results during the clinical semesters. However, selection through interview seems to reduce the number of students who demonstrate inferior communication skills at 4th year of medical school.

  19. Elements of Teacher Communication Competence: An Examination of Skills and Knowledge to Communicate

    OpenAIRE

    Bakic-Tomic, Ljubica; Dvorski, Jasmina; Kirinic, Anamarija

    2015-01-01

    In Croatia, a radical change appeared in education in 1995. The Ministry of Education and Science of Croatia approved and funded the research project entitled "Information and communication competences of educators" that consisted of two parts: theoretical, study of the available literature on the communication competence of teachers in the world, especially in Europe and conduction of research of teachers’ communication skills in Croatia. The study was conducted with the aim of ass...

  20. Pilot Evaluation of a Communication Skills Training Program for Psychiatry Residents Using Standardized Patient Assessment.

    Science.gov (United States)

    Ditton-Phare, Philippa; Sandhu, Harsimrat; Kelly, Brian; Kissane, David; Loughland, Carmel

    2016-10-01

    Mental health clinicians can experience difficulties communicating diagnostic information to patients and their families/carers, especially about distressing psychiatric disorders such as schizophrenia. There is evidence for the effectiveness of communication skills training (CST) for improving diagnostic discussions, particularly in specialties such as oncology, but only limited evidence exists about CST for psychiatry. This study evaluated a CST program specifically developed for psychiatry residents called ComPsych that focuses on conveying diagnostic and prognostic information about schizophrenia. The ComPsych program consists of an introductory lecture, module booklets for trainees, and exemplary skills videos, followed by small group role-plays with simulated patients (SPs) led by a trained facilitator. A standardized patient assessment (SPA) was digitally recorded pre- and post-training with a SP using a standardized scenario in a time-limited (15 min) period. Recorded SPAs were independently rated using a validated coding system (ComSkil) to identify frequency of skills used in five skills categories (agenda setting, checking, questioning, information organization, and empathic communication). Thirty trainees (15 males and 15 females; median age = 32) undertaking their vocational specialty training in psychiatry participated in ComPsych training and pre- and post-ComPsych SPAs. Skills increased post-training for agenda setting (d = -0.82), while questioning skills (d = 0.56) decreased. There were no significant differences in any other skills grouping, although checking, information organization, and empathic communication skills tended to increase post-training. A dose effect was observed for agenda setting, with trainees who attended more CST sessions outperforming those attending fewer. Findings support the generalization and translation of ComPsych CST to psychiatry.

  1. Communication Skills for Children's NursesCommunication Skills for Children's Nurses.

    Science.gov (United States)

    2013-06-01

    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.

  2. Group cell architecture for cooperative communications

    CERN Document Server

    Tao, Xiaofeng; Xu, Xiaodong

    2014-01-01

    Driven by the increasing demand for capacity and Quality of Service in wireless cellular networks and motivated by the distributed antenna system, the authors proposed a cooperative communication architecture-Group Cell architecture, which was initially brought forward in 2001. Years later, Coordinated Multiple-Point Transmission and Reception (CoMP) for LTE-Advanced was put forward in April 2008, as a tool to improve the coverage of cells having high data rates, the cell-edge throughput and/or to increase system throughput. This book mainly focuses on the Group Cell architecture with multi-cell generalized coordination, Contrast Analysis between Group Cell architecture and CoMP, Capacity Analysis, Slide Handover Strategy, Power Allocation schemes of Group Cell architecture to mitigate the inter-cell interference and maximize system capacity and the trial network implementation and performance evaluations of Group Cell architecture.

  3. Improving medical students' written communication skills: design and evaluation of an educational curriculum.

    Science.gov (United States)

    Melvin, L; Connolly, K; Pitre, L; Dore, K L; Wasi, P

    2015-06-01

    Written and verbal communication skills are important skills for all physicians. While verbal skills are taught and assessed in medical school, medical students report limited instruction in written communication skills. This study examined the impact of a curriculum delivered during a 6-week clinical rotation in Internal Medicine on the objective assessment of medical students' written communication skills. The curriculum consisted of two educational programmes: a medical student communication tutorial and a resident feedback workshop. The study was conducted from March 2012 to January 2013 at McMaster University in Hamilton, Ontario, Canada. The study featured three arms: (1) control, (2) medical student communication tutorial alone and (3) student tutorial and resident feedback workshop. Data were collected on 126 students during 6-week Internal Medicine clerkship rotations. Students' written consultation notes were collected prior to the educational programmes and at 6 weeks. Blinded faculty assessors used an independently validated Assessment Checklist to evaluate consultation notes. Consultation note scores improved from week 1 to week 6 across all study arms. However, the change was statistically significant only in arm 3, featuring both the medical student tutorial and the resident feedback workshop, with mean scores improving from 4.75 (SD=1.496) to 5.56 (SD=0.984) out of 7. The mean difference between week 1 and week 6 was significantly different (0.806, p=0.002, 95% CI 0.306 to 1.058). The combination of a resident feedback workshop with medical student written communication tutorial improves objective evaluations of consultation note scores over student tutorial alone. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://group.bmj.com/group/rights-licensing/permissions.

  4. Communication skills assessment in the final postgraduate years to established practice: a systematic review.

    Science.gov (United States)

    Gillis, Amy E; Morris, Marie C; Ridgway, Paul F

    2015-01-01

    Communication breakdown is a factor in the majority of all instances of medical error. Despite the importance, a relative paucity of time is invested in communication skills in postgraduate curricula. Our objective is to systematically review the literature to identify the current tools used to assess communication skills in postgraduate trainees in the latter 2 years of training and in established practice. Two reviewers independently reviewed the literature identifying communication skill assessment tools, for postgraduate trainees in the latter 2 years of training and in established practice following Preferred Reporting Items for Systematic Reviews and Meta-Analyses framework, and inclusion/exclusion criteria from January 1990 to 15 August 2014. PubMed/CINAHL/ERIC/EMBASE/PsycInfo/Psyc Articles/Cochrane. 222 articles were identified; after review, 34 articles fulfilled criteria for complete evaluation; the majority (26) had a high level of evidence scoring 3 or greater on the Best Evidence Medical Education guide. 22 articles used objective structured clinical examination/standardised patient (SP)-based formats in an assessment or training capacity. Evaluation tools included author-developed questionnaires and validated tools. Nineteen articles demonstrated an educational initiative. The reviewed literature is heterogeneous for objectives and measurement techniques for communication. Observed interactions, with patients or SPs, is the current favoured method of evaluation using author-developed questionnaires. The role of self-evaluation of skill level is questioned. The need for a validated assessment tool for communication skills is highlighted. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://group.bmj.com/group/rights-licensing/permissions.

  5. Development of the Parent Form of the Preschool Children's Communication Skills Scale and Comparison of the Communication Skills of Children with Normal Development and with Autism Spectrum Disorder

    Science.gov (United States)

    Aydin, Aydan

    2016-01-01

    This study aims at developing an assessment scale for identifying preschool children's communication skills, at distinguishing children with communication deficiencies and at comparing the communication skills of children with normal development (ND) and those with autism spectrum disorder (ASD). Participants were 427 children of up to 6 years of…

  6. Written and Computer-Mediated Accounting Communication Skills: An Employer Perspective

    Science.gov (United States)

    Jones, Christopher G.

    2011-01-01

    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…

  7. Written and Computer-Mediated Accounting Communication Skills: An Employer Perspective

    Science.gov (United States)

    Jones, Christopher G.

    2011-01-01

    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…

  8. The effect of training in communication skills on medical doctors' and nurses' self-efficacy. A randomized controlled trial

    DEFF Research Database (Denmark)

    Ammentorp, Jette; Sabroe, Svend; Kofoed, Poul-Erik

    2007-01-01

    OBJECTIVE: To investigate the effect of communication skills training on doctors' and nurses' self-efficacy, to explore how training courses influence the initial experience of self-efficacy and to identify determinants of health professionals' self-efficacy. METHODS: The study was conducted...... as a randomized trial. Clinicians in the intervention group received a 5 day communication course and the control group received no intervention. The impact of the intervention was evaluated by means of questionnaires measuring the effect of communication courses on changes in doctors' and nurses' self......: Communication skills training can improve clinicians' evaluation of his or her ability to perform a specific communication task - measured as self-efficacy. PRACTICE IMPLICATIONS: Communication courses can be used to improve doctors' and nurses' ability to perform some of the essential communicative demands...

  9. Using multicast in the global communications infrastructure for group communication

    Energy Technology Data Exchange (ETDEWEB)

    Agarwal, Deborah A. [Lawrence Berkeley National Lab. (LBNL), Berkeley, CA (United States)

    1999-07-30

    International Monitoring System (IMS) stations and the International Data Centre (IDC) of the Preparatory Commission for the Comprehensive Nuclear-Test-Ban Treaty Organization generate data and products that must be transmitted to one or more receivers. The application protocols used to transmit the IMS data and IDC products will be CD-x and IMS-x and the World Wide Web (WWW). These protocols use existing Internet applications and Internet protocols to send their data. The primary Internet applications in use are electronic mail (e-mail) and the file transfer protocol (ftp). The primary Internet communication protocol in use is the Transmission Control Protocol (TCP), which provides reliable delivery to the receiver. These Internet applications and protocol provide unicast (point-to-point) communication. A message sent using unicast has a single recipient; any message intended for more than one recipient must be sent to each recipient individually. In the current design, the IDC and the National Data Centres (NDC's) provide data forwarding to the appropriate receivers. The overhead associated with using unicast to transmit messages to multiple receivers either directly or through a forwarder increases linearly with the number of receivers. In addition, using a forwarding site introduces possible delays and possible points of failure in the path to the receivers. Reliable multicast provides communication services similar to TCP but for a group of receivers. The reliable multicast protocol provides group membership services and message delivery ordering. If an IMS station were to send its data using reliable multicast instead of unicast, only sites that are members of the multicast group would receive the data at approximately the same time. This might provide an efficient means of disseminating station data or IDC data products to all receivers and eliminate or greatly reduce the need for data forwarding. Several commercial and research reliable multicast

  10. Teaching communications skills to medical students: Introducing the fine art of medical practice.

    Science.gov (United States)

    Choudhary, Anjali; Gupta, Vineeta

    2015-08-01

    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. To teach basic communication and counseling skills to fourth-year undergraduate students to increase their clinical competence. A total of 48, fourth-year MBBS students participated in the study. They were given training in basic communication and counseling skills and taught the patient interview technique according to Calgary-Cambridge guide format. Improvement in communication was assessed by change in pre- and post-training multiple choice questions, clinical patient examination, and Standardized Patient Satisfaction Questionnaire (SPSQ) scores. About 88% of the students in the sample were convinced of the importance of learning communication skills for effective practice. Almost 90% students were communicating better after training, as tested by improved SPSQ. As judged by Communication Skill Attitude Scale, student's positive attitude toward learning communication skill indicated that there is a necessity of communication skill training during undergraduate years. The ability to communicate effectively is a core competency for medical practitioners. Inculcating habits of good communications skill during formative years will help the medical students and future practitioners. Regular courses on effective communication should be included in the medical school curriculum.

  11. Nurse faculty members’ communication skills: From student perspective

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    Ayla Keçeci

    2012-01-01

    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.

  12. Nurse faculty members’ communication skills: From student perspective

    Directory of Open Access Journals (Sweden)

    Ayla Keçeci

    2012-01-01

    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.

  13. Communication Skills Required for Information Specialist in Web Environment

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    Osman Atti Alsulami, Ph.D

    2016-09-01

    Full Text Available Nowadays, there is a tangible attention to communication skills of information specialists which increased in recent years, especially after the emergence of social networks, though studies prepared by specialists in the field of libraries and information on this topic is still very low compared to studies dealing with the rehabilitation of the information specialist to work in a Web environment, which focuses on skills in the field of Computer and its uses. In this paper it will be reviewed previous studies the subject, in addition to reviewing the concept of skill and concept of communication, information specialists, and the concept of Web 2.0 and technologies. Also, this article try to identify the most important specifications and digital skills needed information specialist to adapt to this new environment as prerequisites for the exercise of the profession and office contemporary one hand, and to strengthen its role in the world today is the variable that distinguishes the intense competition between the various markets and organizations, including those working The right of libraries and information as a result of globalization. The research also tries to identify the main difficulties and challenges facing the information specialist in the digital environment

  14. Enhancing Student Empathetic Engagement, History-Taking, and Communication Skills During Electronic Medical Record Use in Patient Care.

    Science.gov (United States)

    LoSasso, Alisa Alfonsi; Lamberton, Courtney E; Sammon, Mary; Berg, Katherine T; Caruso, John W; Cass, Jonathan; Hojat, Mohammadreza

    2017-07-01

    To examine whether an intervention on proper use of electronic medical records (EMRs) in patient care could help improve medical students' empathic engagement, and to test the hypothesis that the training would reduce communication hurdles in clinical encounters. Seventy third-year medical students from the Sidney Kimmel Medical College at Thomas Jefferson University were randomly divided into intervention and control groups during their six-week pediatric clerkship in 2012-2013. The intervention group received a one-hour training session on EMR-specific communication skills, including discussion of EMR use, the SALTED mnemonic and technique (Set-up, Ask, Listen, Type, Exceptions, Documentation), and role-plays. Both groups completed the Jefferson Scale of Empathy (JSE) at the clerkship's start and end. At clerkship's end, faculty and standardized patients (SPs) rated students' empathic engagement in SP encounters, using the Jefferson Scale of Patient Perceptions of Physician Empathy (JSPPPE), and their history-taking and communication skills. Faculty mean ratings on the JSPPPE, history-taking skills, and communication skills were significantly higher for the intervention group than the control group. SP mean ratings on history-taking skills were significantly higher for the intervention group than the control group. Both groups' JSE mean scores increased pretest to posttest, but the changes were not significant. The intervention group's posttest JSE mean score was higher than the control group's, but the difference was not significant. The findings suggest that a simple intervention providing specialized training in EMR-specific communication can improve medical students' empathic engagement in patient care, history-taking skills, and communication skills.

  15. Training referential communicative skills to individuals with autism spectrum disorder: a pilot study.

    Science.gov (United States)

    Olivar-Parra, José-Sixto; De-La-Iglesia-Gutiérrez, Myriam; Forns, Maria

    2011-12-01

    The present study reports the effects of referential communication training in individuals formally diagnosed with autism spectrum disorder (ASD). Participants were 20 children with ASD (M age = 14.3 yr., SD = 4.2; 6 girls, 14 boys) in the role of speakers and 20 control children, who acted as listeners. They were all enrolled in mainstream compulsory education. Inclusion/exclusion criteria were defined according to the clinical diagnosis of ASD, the presence or absence of additional or associated disability, previous training in referential communication, and any drug treatment. Speakers were randomly assigned to one of two groups (trained vs untrained). Linguistic age, cognitive level and autistic symptoms were analyzed, respectively, with the Peabody Picture Vocabulary Test (PPVT), the Wechsler Intelligence Scale (WISC-R or WAIS-III), and the Autistic Behavior Checklist (ABC). Communicative abilities were analyzed through two indexes related to message complexity and self-regulation. The trained group was trained in referential communication tasks (task analysis, role taking, and task evaluation), while the untrained group took part in a communicative game but without any specific communicative training. The results showed that the complexity of emitted messages had improved statistically significantly in the trained group as an effect of training. Ecological referential communication is shown to be an appropriate paradigm for studying the communicative process and its products and could be used to develop and implement a training program focused on those skills in which individuals with ASD are most deficient.

  16. "Fundamental communication skills in medical practice" as minor elective subject.

    Science.gov (United States)

    Zalihić, Amra; Černi Obrdalj, Edita

    2014-01-01

    Poor and inadequate communication affects the therapeutic relationship between doctors and patients. Guided by this idea, we organized a minor elective course entitled "communication skills". We wanted to bring closer to the students the holistic approach of the family physician to the patient, the importance of the family, its impact on the patient and vice versa, and the significance of the local community and its influence on an individual's health. The aim of this article is to explain how we organized this elective course. The course was organized in the form of 12 hours of theory (3 lectures and 9 seminars) and 24 hours of practical training. There were 26 students from all years. Through theory, and even more through the practical part the students met with different types of patients. At the end of the course, students in lower years were evaluated by means of an interview, and graduate students through a practical test - a conversation with a patient. The initial results, including the students' grading of this course, were highly encouraging. Both teachers and students were highly satisfied on completion of the course. Content on communication training is rare in teaching. Practicing communication skills will empower the doctor - patient therapeutic relationship. Copyright © 2014 by Academy of Sciences and Arts of Bosnia and Herzegovina.

  17. COMMUNICATION SKILLS, A SOLUTION DIMINISHING RISKS IN INTERNATIONAL BUSINESS

    Directory of Open Access Journals (Sweden)

    Anisoara Duica

    2015-05-01

    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.

  18. Implementing Tablet-Based Devices to Improve Communication Skills of Students with Autism

    Science.gov (United States)

    Alzrayer, Nouf M.; Banda, Devender R.

    2017-01-01

    Students with autism spectrum disorder (ASD) have difficulties in communication that limit their opportunities to participate in daily living and educational activities. Augmentative alternative communication is one of the strategies used to strengthen the communication skills of students with limited communication skills. Students with ASD…

  19. Clinical skills assessment of procedural and advanced communication skills: performance expectations of residency program directors

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    Erik E. Langenau

    2012-07-01

    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

  20. Clinical skills assessment of procedural and advanced communication skills: performance expectations of residency program directors

    Science.gov (United States)

    Langenau, Erik E.; Zhang, Xiuyuan; Roberts, William L.; DeChamplain, Andre F.; Boulet, John R.

    2012-01-01

    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 first

  1. Effectiveness of Tell Me More in Enhancing Communication Skills

    Directory of Open Access Journals (Sweden)

    Vivian A. Perez

    2014-12-01

    Full Text Available - Tell Me More is a language solution that contains modules of different topics and context that enable students to practice their listening, speaking, reading and writing skills incorporated in English courses. The study assessed the effectiveness of Tell Me More in enhancing the communication skills for measures to improve the implementation of the program. The participants of the study are 108,paramedical and non-paramedical students . A self-made instrument was utilized; the statistical tools include Weighted Mean and T-Test using PASW version 18.. Tell Me More is perceived Highly Effective in enhancing the listening and speaking skills of users while effective in enhancing the writing and reading skills. There is no significant difference between the responses of paramedical and non-paramedical students on the effectiveness of TELLL ME MORE. Users disagree that they encounter problems and conflicts in the use of Tell Me More. English teachers are advised to explore and utilize the modules and units related to writing and reading in order to improve users’ skills on the said areas. Additional or reinforcement activities may be given to complement the available modules. The yearly training or refresher course on the implementation of Tell Me More may be continued to ensure the smooth flow of the courseware utilization.

  2. Nurses' perceptions and experiences of communication in the operating theatre: a focus group interview

    Directory of Open Access Journals (Sweden)

    Kidd Jane

    2006-02-01

    Full Text Available Abstract Nurses' perceptions and experiences of communication in the operating theatre: a focus group interview Background Communication programmes are well established in nurse education. The focus of programmes is most often on communicating with patients with less attention paid to inter-professional communication or skills essential for working in specialised settings. Although there are many anecdotal reports of communication within the operating theatre, there are few empirical studies. This paper explores communication behaviours for effective practice in the operating theatre as perceived by nurses and serves as a basis for developing training. Methods A focus group interview was conducted with seven experienced theatre nurses from a large London teaching hospital. The interview explored their perceptions of the key as well as unique features of effective communication skills in the operating theatre. Data was transcribed and thematically analysed until agreement was achieved by the two authors. Results There was largely consensus on the skills deemed necessary for effective practice including listening, clarity of speech and being polite. Significant influences on the nature of communication included conflict in role perception and organisational issues. Nurses were often expected to work outside of their role which either directly or indirectly created barriers for effective communication. Perceptions of a lack of collaborative team effort also influenced communication. Conclusion Although fundamental communication skills were identified for effective practice in the operating theatre, there were significant barriers to their use because of confusion over clarity of roles (especially nurses' roles and the implications for teamwork. Nurses were dissatisfied with several aspects of communication. Future studies should explore the breadth and depth of this dissatisfaction in other operating theatres, its impact on morale and importantly

  3. Nurses' perceptions and experiences of communication in the operating theatre: a focus group interview

    Science.gov (United States)

    Nestel, Debra; Kidd, Jane

    2006-01-01

    Abstract Nurses' perceptions and experiences of communication in the operating theatre: a focus group interview Background Communication programmes are well established in nurse education. The focus of programmes is most often on communicating with patients with less attention paid to inter-professional communication or skills essential for working in specialised settings. Although there are many anecdotal reports of communication within the operating theatre, there are few empirical studies. This paper explores communication behaviours for effective practice in the operating theatre as perceived by nurses and serves as a basis for developing training. Methods A focus group interview was conducted with seven experienced theatre nurses from a large London teaching hospital. The interview explored their perceptions of the key as well as unique features of effective communication skills in the operating theatre. Data was transcribed and thematically analysed until agreement was achieved by the two authors. Results There was largely consensus on the skills deemed necessary for effective practice including listening, clarity of speech and being polite. Significant influences on the nature of communication included conflict in role perception and organisational issues. Nurses were often expected to work outside of their role which either directly or indirectly created barriers for effective communication. Perceptions of a lack of collaborative team effort also influenced communication. Conclusion Although fundamental communication skills were identified for effective practice in the operating theatre, there were significant barriers to their use because of confusion over clarity of roles (especially nurses' roles) and the implications for teamwork. Nurses were dissatisfied with several aspects of communication. Future studies should explore the breadth and depth of this dissatisfaction in other operating theatres, its impact on morale and importantly on patient safety

  4. Exploring communication and interaction skills at work among participants in individual placement and support.

    Science.gov (United States)

    Lexén, Annika; Bejerholm, Ulrika

    2016-07-01

    Not all people with severe mental illness who attend Individual Placement and Support (IPS) gain and keep their jobs or work full time. Research has indicated a relationship between social disabilities and work performance in this group, and that support provided is often directed towards the social work environment. However, relationships between social skills performed in an authentic work setting and vocational outcomes have not been explored. To explore relationships between social communication and interaction skills and vocational outcomes among IPS service users in a Swedish context. Twenty-nine participants were appraised with the Assessment of Communication and Interaction Skills (ACIS-S) instrument, and their vocational data were registered. Correlations were estimated using Spearman's rho test with Bonferroni corrections at item level. Better communication and interaction skills were significantly correlated with increased working hours (rs = 0.64) and higher income (rs = 0.45). Increased working hours were related to assuming postures, asking questions, sharing information, and sustaining conversation in an appropriate manner. The results indicate that occupational therapists need to focus on social skills and accommodation of the social work environment in order to promote sustainable working careers among people with severe mental illness.

  5. Evaluating the short-term effects of a communication skills program for preclinical medical students.

    Science.gov (United States)

    Lee, Young-Mee; Lee, Young Hee

    2014-09-01

    Regardless of the growing importance of communication skills as a core clinical competence, few studies have determined the effects of communication skills courses in undergraduate medical curricula in Asian medical schools. The purpose of this study was to examine the effectiveness of a communication skills program for preclinical medical students. A communication skills course was provided to 111 second-year medical students in a medical college in Korea. Students' self-assessed competency of communication skills was evaluated by a questionnaire survey. To examine the improvement in observed communication skills, the students' encounters with standardized patients (SPs) were assessed at the first session and at the final course assessment. A structured checklist, consisting of 25 communication skills items, was used for the assessment. Students' self-assessed competency of communication skills increased significantly after completion of the course (pcommunication skills scores also improved significantly at the end of the course; the mean scores of the first SPs encounters was 49.6 (standard deviation [SD], 11.1), and those of cases A and B at the final assessment were 61.5 (SD, 8.4) and 69.6 (SD, 7.8), respectively (F61=269.54, pcommunication skills course was beneficial in developing and improving communication skills competency in preclinical medical students. Further studies should be followed to examine whether the acquisition of communication skills during preclinical studies can be sustained into clerkship and actual practice.

  6. Early communicative behaviors and their relationship to motor skills in extremely preterm infants.

    Science.gov (United States)

    Benassi, Erika; Savini, Silvia; Iverson, Jana M; Guarini, Annalisa; Caselli, Maria Cristina; Alessandroni, Rosina; Faldella, Giacomo; Sansavini, Alessandra

    2016-01-01

    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.

  7. Assessing early communication skills at 12 months: a retrospective study of Autism Spectrum Disorder.

    Science.gov (United States)

    Swain, Nathaniel Robert; Eadie, Patricia Ann; Prior, Margot Ruth; Reilly, Sheena

    2015-07-01

    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 differentiating children later diagnosed with ASD from their typically developing (TD) peers, but researchers have not yet investigated whether these differences can be detected using community-ascertained systematic observation data as early as 12 months. To investigate whether differences in early social communication skills can be detected at 12 months of age, comparing children later diagnosed with ASD, and TD peers; and to determine whether differences remain when groupings are based on age of subsequent ASD diagnosis. From a prospective community-ascertained sample, we collected data on children in early life, then conducted retrospective analyses for those children who were later diagnosed with ASD by the age of 7 years, compared with matched TD peers. We analysed standardized observational data of early communication skills, collected using the Communication and Symbolic Behavior Scales-Developmental Profile (CSBS-DP) Behavior Sample, when participants were 12 months of age. Children in the ASD group exhibited significantly lower social communication skills than the TD group, including on the Total score and Social and Symbolic Composite scores of the CSBS-DP Behavior Sample. Differences on the Total score and Social Composite were also detected for both early and late ASD diagnosis groups when compared with the TD group. These findings give further support for the importance of social communication in assessing children at risk of ASD as early as 12 months of age. Future research could evaluate the sensitivity and specificity of direct observation of these early communication skills as diagnostic indicators for ASD at 12 months

  8. The formation of group norms in computer-mediated communication

    NARCIS (Netherlands)

    Postmes, T; Spears, R; Lea, M

    2000-01-01

    The formation of group norms in computer-mediated communication (CMC) was examined among students who used e-mail as part of a course. A network analysis of group structures revealed that (a) content and form of communication is normative, group norms defining communication patterns within groups, (

  9. The formation of group norms in computer-mediated communication

    NARCIS (Netherlands)

    Postmes, T; Spears, R; Lea, M

    2000-01-01

    The formation of group norms in computer-mediated communication (CMC) was examined among students who used e-mail as part of a course. A network analysis of group structures revealed that (a) content and form of communication is normative, group norms defining communication patterns within groups, (

  10. Teaching communication skills in clinical settings: comparing two applications of a comprehensive program with standardized and real patients.

    Science.gov (United States)

    Carvalho, Irene P; Pais, Vanessa G; Silva, Filipa R; Martins, Raquel; Figueiredo-Braga, Margarida; Pedrosa, Raquel; Almeida, Susana S; Correia, Luís; Ribeiro-Silva, Raquel; Castro-Vale, Ivone; Teles, Ana; Mota-Cardoso, Rui

    2014-05-09

    Communication is important for the quality of clinical practice, and programs have been implemented to improve healthcare providers' communication skills. However, the consistency of programs teaching communication skills has received little attention, and debate exists about the application of acquired skills to real patients. This study inspects whether (1) results from a communication program are replicated with different samples, and (2) results with standardized patients apply to interviews with real patients. A structured, nine-month communication program was applied in two consecutive years to two different samples of healthcare professionals (25 in the first year, 20 in the second year). Results were assessed at four different points in time, each year, regarding participants' confidence levels (self-rated), basic communication skills in interviews with standardized patients, and basic communication skills in interviews with real patients. Data were analyzed using GLM Repeated-Measures procedures. Improvements were statistically significant in both years in all measures except in simulated patients' assessment of the 2008 group. Differences between the two samples were non-significant. Differences between interviews with standardized and with real patients were also non-significant. The program's positive outcomes were replicated in different samples, and acquired skills were successfully applied to real-patient interviews. This reinforces this type of program structure as a valuable training tool, with results translating into real situations. It also adds to the reliability of the assessment instruments employed, though these may need adaptation in the case of real patients.

  11. Effects of a music therapy group intervention on enhancing social skills in children with autism.

    Science.gov (United States)

    LaGasse, A Blythe

    2014-01-01

    Research indicates that music therapy can improve social behaviors and joint attention in children with Autism Spectrum Disorder (ASD); however, more research on the use of music therapy interventions for social skills is needed to determine the impact of group music therapy. To examine the effects of a music therapy group intervention on eye gaze, joint attention, and communication in children with ASD. Seventeen children, ages 6 to 9, with a diagnosis of ASD were randomly assigned to the music therapy group (MTG) or the no-music social skills group (SSG). Children participated in ten 50-minute group sessions over a period of 5 weeks. All group sessions were designed to target social skills. The Social Responsiveness Scale (SRS), the Autism Treatment Evaluation Checklist (ATEC), and video analysis of sessions were used to evaluate changes in social behavior. There were significant between-group differences for joint attention with peers and eye gaze towards persons, with participants in the MTG demonstrating greater gains. There were no significant between-group differences for initiation of communication, response to communication, or social withdraw/behaviors. There was a significant interaction between time and group for SRS scores, with improvements for the MTG but not the SSG. Scores on the ATEC did not differ over time between the MTG and SSG. The results of this study support further research on the use of music therapy group interventions for social skills in children with ASD. Statistical results demonstrate initial support for the use of music therapy social groups to develop joint attention. © the American Music Therapy Association 2014. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

  12. Intercultural doctor-patient communication in daily outpatient care: relevant communication skills.

    NARCIS (Netherlands)

    Paternotte, E.; Scheele, F.; Seeleman, C.M.; Bank, L.; Scherpbier, A.J.J.A.; Dulmen, A.M. van

    2016-01-01

    Introduction Intercultural communication (ICC) between doctors and patients is often associated with misunderstandings and dissatisfaction. To develop ICC-specific medical education, it is important to find out which ICC skills medical specialists currently apply in daily clinical

  13. Wii Social Skills Group and Inter-School Tournament

    Directory of Open Access Journals (Sweden)

    Julie Johnson

    2011-12-01

    Full Text Available Abstract: Two schools in separate cites used the Nintendo Wii gaming system to assist selected boys in developing social skills. Using Skype and Twitter, the two groups collaborated at different stages of the project. The pilot project investigated the benefits of incorporating video games into traditional social skills programming, as well as the benefits of online collaboration between teachers in different school boards and students from different communities.

  14. TLC II. Talking, Listening, Communicating II. A Curriculum Guide for Small Groups.

    Science.gov (United States)

    Treat, Carol Lou; Bormaster, Jeff

    This workbook provides affective education activities in building human relations skills in elementary and secondary school students in small discussion groups. Goals of the talking-listening-communicating (TLC) groups are: to develop positive regard for individual differences; to build a sense of belonging; to foster horizontal, nonauthoritative…

  15. Companion animal veterinarians' use of clinical communication skills.

    Science.gov (United States)

    McArthur, M L; Fitzgerald, J R

    2013-09-01

    To describe the communication techniques used by clients and veterinarians during companion animal visits in Australia. A cross-sectional descriptive study. A total of 64 veterinary consultations were audiotaped and analysed with the Roter Interaction Analysis System (RIAS); clients completed appointment level measures, including their satisfaction and perceptions of relational communication. Participants were 24 veterinarians and 64 clients. Statements intended to reassure clients were expressed frequently in the consultations, but in 59% of appointments empathy statements were not expressed towards either the client or the patient. In 10% of appointments, veterinarians did not used any open-ended questions. Overall client satisfaction was high and veterinarians' expressions of empathy directed to the client resulted in higher levels of client satisfaction. Clients' perceptions of relational communication were related to several veterinarian and client nonverbal scales. A focus on developing evidence-based clinical communication skills is expected to further enhance the veterinarian-client-patient relationship and associated clinical outcomes. Particular recommendations include the development of a broader emotion-handling repertoire, increased emphasis on the use of open-ended enquiry, including assessment of the client's perspective, as well as attention to aspects of nonverbal communication. The study provides preliminary evidence for the importance of verbal expressions of empathy during the companion animal consultation. © 2013 Australian Veterinary Association.

  16. Effectiveness of Small Group Social Skills Lessons with Elementary Students

    Science.gov (United States)

    Chupp, Amy I.; Boes, Susan R.

    2012-01-01

    This action research study (ARS) describes the effectiveness of small group social skills lessons with elementary students, using "Too Good for Violence: A Curriculum for Non-violent Living" by the Mendez Foundation. The school counselor and school social worker taught the curriculum in a structured small group of 4th grade students in 8…

  17. Introducing a teaching module to impart communication skills in the learning anaesthesiologists

    Directory of Open Access Journals (Sweden)

    Vaijayanti Nitin Gadre

    2015-01-01

    Full Text Available Background and Aims: Pre-operative negative valence communications adversely affect intra and post-operative pain experience. This study was conducted to evaluate the teaching of communication skills by teachers in anaesthesia department and whether the post-operative pain is effectively modified due to the skill of communication acquired by students. Methods: All students and teachers in the department participated in the study. Patients with uncomplicated pregnancy posted for elective lower segment caesarean section were involved. Students were taught to explain the anaesthesia plan pre-operatively to the patients in a positive manner. They were taught the practice of giving positive suggestions before any potentially painful stimulus. Pre-operatively all students informed the patients about the conduct of spinal anaesthesia. The teachers evaluated the students performing spinal block. The performance was rated for procedural and interpersonal skills (direct observation of procedural skills [DOPS] and Smith and Kendall Behavioural scale [SKBS] respectively. The extent of cooperation and the ease with which spinal block could be administered correctly by the student was judged by the teacher. Post-operatively students were randomly provided questionnaires to elicit answers from patients. Results: P value DOPS and SKBS (0.567, 0.867 show no significant statistical variation. P > 0.05 = not significant, indicates no significant variation in procedural and behavioural skills of students in two groups. Conclusion: Teaching of communication skills to students showed a demonstrable effect on their pre-operative dialogue with patients. Pain mechanism was effectively modulated by improving patients′ psychology to undergo anaesthesia.

  18. Facilitating awareness of philosophy of science, ethics and communication through manual skills training in undergraduate education.

    Science.gov (United States)

    Kordahl, Hilde Lund; Fougner, Marit

    2017-03-01

    Professional health science education includes a common theoretical basis concerning the theory of science, ethics and communication. Former evaluations by first-year students of the bachelor physiotherapy program at Oslo and Akershus University College of Applied Sciences (HiOA) show that they find it hard to understand the relation between these particular topics and future professional practice. This challenge is the starting point for a pedagogical development project that aims to develop learning contexts that highlight the relevance of these theoretical concepts. The aim of the study is to explore and present findings on the value of using Sykegrep manual skills classes as an arena in which students can be encouraged to think about, reflect on and appreciate the role and value of the philosophical perspectives that inform their practice and contributes to practise knowledge. A qualitative study with data collection through focus groups was performed and analyzed using thematic content analysis. Eighteen first-year undergraduate students, who had completed the manual skills course, participated in the study. Analysis of the data yielded three categories of findings that can be associated with aspects of philosophy of science, ethics and communication. These are as follows: 1) preconceived understanding of physiotherapy; 2) body knowledge perspectives; and 3) relational aspects of interactions. Undergraduate students' understanding and experience of philosophy of science, ethics and communication may be facilitated by peer collaboration, reflection on intimacy and touch and the ethical aspects of interaction during manual skills training. Practical classes in Sykegrep provide a basis for students' discussions about the body as well as their experiences with the body in the collaborative learning context. The students' reflections on their expectations of manual skills in physiotherapy and experiences of touch and being touched can facilitate an awareness of

  19. Creation of a graduate oral/written communication skills course.

    Science.gov (United States)

    Surratt, Christopher K

    2006-02-15

    To convert a traditional graduate seminar course into a class that emphasizes written as well as oral communication skills. Graduate pharmacology/toxicology students presented formal and informal seminars on their research progress and on recent peer-reviewed literature from the field. Students in the audience wrote critiques of the research project or article, as well as of the presentations themselves. Students were evaluated based on oral presentations, class participation, and a scientific writing component. All faculty members provided constructive written comments and a grade. The course master provided the presenter with a formal written review and returned a "red pen" revision of each student critique. This novel seminar/writing course introduces intensive focus on writing skills, which are especially essential today given the large number of graduate students for whom English is not a first language.

  20. Measuring general surgery residents' communication skills from the patient's perspective using the Communication Assessment Tool (CAT).

    Science.gov (United States)

    Stausmire, Julie M; Cashen, Constance P; Myerholtz, Linda; Buderer, Nancy

    2015-01-01

    The Communication Assessment Tool (CAT) has been used and validated to assess Family and Emergency Medicine resident communication skills from the patient's perspective. However, it has not been previously reported as an outcome measure for general surgery residents. The purpose of this study is to establish initial benchmarking data for the use of the CAT as an evaluation tool in an osteopathic general surgery residency program. Results are analyzed quarterly and used by the program director to provide meaningful feedback and targeted goal setting for residents to demonstrate progressive achievement of interpersonal and communication skills with patients. The 14-item paper version of the CAT (developed by Makoul et al. for residency programs) asks patients to anonymously rate surgery residents on discrete communication skills using a 5-point rating scale immediately after the clinical encounter. Results are reported as the percentage of items rated as "excellent" (5) by the patient. The setting is a hospital-affiliated ambulatory urban surgery office staffed by the residency program. Participants are representative of adult patients of both sexes across all ages with diverse ethnic backgrounds. They include preoperative and postoperative patients, as well as those needing diagnostic testing and follow-up. Data have been collected on 17 general surgery residents from a single residency program representing 5 postgraduate year levels and 448 patient encounters since March 2012. The reliability (Cronbach α) of the tool for surgery residents was 0.98. The overall mean percentage of items rated as excellent was 70% (standard deviations = 42%), with a median of 100%. The CAT is a useful tool for measuring 1 facet of resident communication skills-the patient's perception of the physician-patient encounter. The tool provides a unique and personalized outcome measure for identifying communication strengths and improvement opportunities, allowing residents to receive

  1. A trial of an iPad™ intervention targeting social communication skills in children with autism

    OpenAIRE

    Fletcher-Watson, Susan; Petrou, Alexandra; Scott-Barrett, Juliet; Dicks, Pamela; Graham, Catriona; O'Hare, Anne; Pain, Helen; Mcconachie, Helen

    2015-01-01

    This study evaluated a technology-based early intervention for social communication skills in pre-schoolers in a randomised controlled trial. Participants were 54 children aged under 6 years old with a diagnosis of autism, assigned to either intervention or control conditions. The app engaged children, who played consistently, regardless of developmental level, and was rated highly by parents. There were no significant group differences in parent-report measures post-intervention, nor in a me...

  2. Undesired Variance Due to Examiner Stringency/Leniency Effect in Communication Skill Scores Assessed in OSCEs

    Science.gov (United States)

    Harasym, Peter H.; Woloschuk, Wayne; Cunning, Leslie

    2008-01-01

    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).…

  3. Increasing Student Motivation through Teacher Communication: Six Essential Skills Every Physical Educator Should Master

    Science.gov (United States)

    Webster, Collin A.

    2010-01-01

    Communication skills are central to teacher effectiveness and instructional expertise. A teacher's communication behaviors can also serve motivational purposes that facilitate a number of important instructional outcomes. This article highlights six skills that every physical education teacher should master. Three of the skills are rhetorical in…

  4. Trends in Advertised SCANS Competencies: Technology, Interpersonal, and Basic Communication Job Skills, 1992-1996.

    Science.gov (United States)

    North, Alexa Bryans; Worth, William E.

    1998-01-01

    A longitudinal study was conducted to identify trends in entry-level technology, and interpersonal and basic skills related to communication. Two competencies and one foundation skill are discussed. Results indicate a decline in the number of classified advertisements including technology and basic skills related to communication. Ads including…

  5. Business Communication Skills in Information Systems (IS) Curricula: Perspectives of IS Educators and Students

    Science.gov (United States)

    Alshare, Khaled A.; Lane, Peggy L.; Miller, Donald

    2011-01-01

    As the importance of communication skills for students, regardless of their disciplines, becomes evident, it is important to determine whether colleges provide students with adequate opportunities to acquire such skills. The authors compared information systems (IS) educator and student perceptions of communication skills in IS curricula. Gender,…

  6. The Communication Skills of Accountants: What We Know and the Gaps in Our Knowledge

    Science.gov (United States)

    Siriwardane, Harshini P.; Durden, Chris H.

    2014-01-01

    This paper critically reviews 19 studies published between 1972 and 2012 that investigated the written and/or oral communication skills of practicing accountants. The core aim of the review was to identify skills considered important and highlight gaps regarding what is known about existing and desired communication skills in the accounting…

  7. Student Perceptions of Communication Skills in Undergraduate Science at an Australian Research-Intensive University

    Science.gov (United States)

    Mercer-Mapstone, Lucy D.; Matthews, Kelly E.

    2017-01-01

    Higher education institutions globally are acknowledging the need to teach communication skills. This study used the Science Student Skills Inventory to gain insight into how science students perceive the development of communication skills across the degree programme. Responses were obtained from 635 undergraduate students enrolled in a Bachelor…

  8. The Communication Skills of Accountants: What We Know and the Gaps in Our Knowledge

    Science.gov (United States)

    Siriwardane, Harshini P.; Durden, Chris H.

    2014-01-01

    This paper critically reviews 19 studies published between 1972 and 2012 that investigated the written and/or oral communication skills of practicing accountants. The core aim of the review was to identify skills considered important and highlight gaps regarding what is known about existing and desired communication skills in the accounting…

  9. Student Perceptions of Communication Skills in Undergraduate Science at an Australian Research-Intensive University

    Science.gov (United States)

    Mercer-Mapstone, Lucy D.; Matthews, Kelly E.

    2017-01-01

    Higher education institutions globally are acknowledging the need to teach communication skills. This study used the Science Student Skills Inventory to gain insight into how science students perceive the development of communication skills across the degree programme. Responses were obtained from 635 undergraduate students enrolled in a Bachelor…

  10. Business Communication Skills in Information Systems (IS) Curricula: Perspectives of IS Educators and Students

    Science.gov (United States)

    Alshare, Khaled A.; Lane, Peggy L.; Miller, Donald

    2011-01-01

    As the importance of communication skills for students, regardless of their disciplines, becomes evident, it is important to determine whether colleges provide students with adequate opportunities to acquire such skills. The authors compared information systems (IS) educator and student perceptions of communication skills in IS curricula. Gender,…

  11. Don't Teach Employment Skills in the Business Communications Course.

    Science.gov (United States)

    Galle, William P., Jr.

    1983-01-01

    Discusses three reasons why the teaching of job search skills in a business communications course is inappropriate. Explores the question of domain, professionalism beyond personal needs, and the importance of job searching skills relative to other skills taught in business communications. (HTH)

  12. Effectiveness of Cognitive and Transactional Analysis Group Therapy on Improving Conflict-Solving Skill

    Directory of Open Access Journals (Sweden)

    Bahram A. Ghanbari-Hashemabadi

    2012-03-01

    Full Text Available Background: Today, learning the communication skills such as conflict solving is very important. The purpose of the present study was to investigate the efficiency of cognitive and transactional analysis group therapy on improving the conflict-solving skill.Materials and Method: This study is an experimental study with pretest-posttest and control group. Forty-five clients who were referring to the counseling and psychological services center of Ferdowsi University of Mashhad were chosen based on screening method. In addition, they were randomly divided into three equal groups: control group (15 participants, cognitive experimental group (15 participants and transactional analysis group (15 participants. Conflict-solving questionnaire was used to collect data and the intervention methods were cognitive and transactional analysis group therapy that was administrated during 8 weekly two-hour sessions. Mean and standard deviation were used for data analysis in the descriptive level and One-Way ANOVA method was used at the inference level.Results: The results of the study suggest that the conflict-solving skills in the two experimental groups were significantly increased. Conclusion: The finding of this research is indicative of the fact that both cognitive and transactional analysis group therapy could be an effective intervention for improving conflict-solving skills

  13. Improving Empathic Communication Skills in Adults with Autism Spectrum Disorder.

    Science.gov (United States)

    Kern Koegel, Lynn; Ashbaugh, Kristen; Navab, Anahita; Koegel, Robert L

    2016-03-01

    The literature suggests that many individuals diagnosed with Autism Spectrum Disorder (ASD) experience challenges with recognizing and describing emotions in others, which may result in difficulties with the verbal expression of empathy during communication. Thus, there is a need for intervention techniques targeting this area. Using a multiple baseline across participants design, this study examined the effectiveness of a video-feedback intervention with a visual framework component to improve verbal empathetic statements and questions during conversation for adults with ASD. Following intervention, all participants improved in verbal expression of empathetic statements and empathetic questions during conversation with generalization and maintenance of gains. Furthermore, supplemental assessments indicated that each participant improved in their general level of empathy and confidence in communication skills.

  14. Communication skills among surgical trainees: Perceptions of residents in a teaching hospital in Northern Nigeria

    Directory of Open Access Journals (Sweden)

    A Ibrahim

    2011-01-01

    Full Text Available 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 training in communication skills as a basis for developing an effective education programme. Method A survey of patient care - related communication skills among surgery residents and assessment of competence, rating the importance and perceived need for training in communication skills. Results Most residents rated their skills as either fairly or extremely competent in all areas except in providing bereavement counseling. They found all skills important and indicated a need for training in them. Senior registrars rated their competence and the importance higher in skills relating to breaking bad news, educating and preparing patients and families for surgery and encouraging them to express their anxieties. (p 0.05. Conclusion Residents face difficult communication challenges with patients and their families. There is a dire need for improved education in communication skills. Understanding the surgical trainees perceptions of patient care related communication skills is the first step in designing an effective education programme.

  15. Communication skills training for health care professionals working with cancer patients, their families and/or carers.

    Science.gov (United States)

    Fellowes, D; Wilkinson, S; Moore, P

    2003-01-01

    Research suggests communication skills do not reliably improve with experience and considerable effort is dedicated to courses improving communication skills for health professionals. The evaluation of such courses is of importance to enable evidence-based teaching and practice. To assess whether communication skills training is effective in changing behaviour of health professionals in cancer care with regard to communication/interaction with patients. We searched CENTRAL (Cochrane Library Issue 3 2001), MEDLINE (1966 to November 2001), EMBASE (1980 to November 2001), PsycInfo (1887 to November 2001), CINAHL (1982 to November 2001), AMED (1985 - October 2001), Dissertation Abstracts International (1861 to March 2002) and EBM Reviews (1991 to March/April 2001). Reference lists of relevant articles were searched. Randomized controlled trials or controlled before and after studies of communication skills training in cancer health professionals, measuring changes in behaviour/skills using objective and validated scales. Two reviewers independently assessed trial quality and extracted data. Although 2822 references were considered, only two trials involving 232 health professionals were included. One provided an intensive three-day course then assessed oncology doctors interacting with a total of 640 patients; the other provided a modular course then used role plays with oncology nurses for skill assessment. In one trial, course attendees used more focused questions (34% increase, probability communication skills in the second trial was that the trained group were more in control of the follow-up interview than the untrained group (p effective in improving cancer care professionals communication skills. It is not known whether the training would be effective if taught by other educators, nor has any trial compared the efficacy of both programmes.

  16. Evaluation of a Communication Skills Training Program for Companion-Animal Veterinarians: A Pilot Study Using RIAS Coding.

    Science.gov (United States)

    McArthur, Michelle; Fitzgerald, Jennifer

    2016-01-01

    Effective veterinarian communication skills training and the related key outcomes provided the impetus for this study. We implemented a pre-experimental pre-test/post-test single-group design with a sample of 13 veterinarians and their 71 clients to evaluate the effects of a 6.5-hour communication skills intervention for veterinarians. Consultations were audiotaped and analyzed with the Roter Interaction Analysis System (RIAS). Clients completed the Consultation and Relational Care Measure, a global satisfaction scale, a Parent Medical Interview Satisfaction Scale, and the Adherence Intent measure. Veterinarians completed a communication confidence measure and a workshop satisfaction scale. Contrary to expectation, neither veterinarian communication skills nor their confidence improved post-training. Despite client satisfaction and perceptions of veterinarians' relational communication skills not increasing, clients nevertheless reported an increased intent to adhere to veterinarian recommendations. This result is important because client adherence is critical to managing and enhancing the health and well-being of animals. The results of the study suggest that while the workshop was highly regarded, either the duration of the training or practice opportunities were insufficient or a booster session was required to increase veterinarian confidence and integration of new skills. Future research should utilize a randomized control study design to investigate the appropriate intervention with which to achieve change in veterinarian communication skills. Such change could translate to more effective interactions in veterinarians' daily lives.

  17. Systematic development of a communication skills training course for physicians performing work disability assessments: from evidence to practice

    Directory of Open Access Journals (Sweden)

    Anema Johannes R

    2011-06-01

    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

  18. Systematic development of a communication skills training course for physicians performing work disability assessments: from evidence to practice

    Science.gov (United States)

    2011-01-01

    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. Conclusions The feasibility and

  19. Teamwork skills, shared mental models, and performance in simulated trauma teams: an independent group design

    Directory of Open Access Journals (Sweden)

    Westli Heidi

    2010-08-01

    Full Text Available Abstract Background Non-technical skills are seen as an important contributor to reducing adverse events and improving medical management in healthcare teams. Previous research on the effectiveness of teams has suggested that shared mental models facilitate coordination and team performance. The purpose of the study was to investigate whether demonstrated teamwork skills and behaviour indicating shared mental models would be associated with observed improved medical management in trauma team simulations. Methods Revised versions of the 'Anesthetists' Non-Technical Skills Behavioural marker system' and 'Anti-Air Teamwork Observation Measure' were field tested in moment-to-moment observation of 27 trauma team simulations in Norwegian hospitals. Independent subject matter experts rated medical management in the teams. An independent group design was used to explore differences in teamwork skills between higher-performing and lower-performing teams. Results Specific teamwork skills and behavioural markers were associated with indicators of good team performance. Higher and lower-performing teams differed in information exchange, supporting behaviour and communication, with higher performing teams showing more effective information exchange and communication, and less supporting behaviours. Behavioural markers of shared mental models predicted effective medical management better than teamwork skills. Conclusions The present study replicates and extends previous research by providing new empirical evidence of the significance of specific teamwork skills and a shared mental model for the effective medical management of trauma teams. In addition, the study underlines the generic nature of teamwork skills by demonstrating their transferability from different clinical simulations like the anaesthesia environment to trauma care, as well as the potential usefulness of behavioural frequency analysis in future research on non-technical skills.

  20. Communication skills training in a nursing home: effects of a brief intervention on residents and nursing aides.

    Science.gov (United States)

    Sprangers, Suzan; Dijkstra, Katinka; Romijn-Luijten, Anna

    2015-01-01

    Effective communication by nursing home staff is related to a higher quality of life and a decrease in verbal and physical aggression and depression in nursing home residents. Several communication intervention studies have been conducted to improve communication between nursing home staff and nursing home residents with dementia. These studies have shown that communication skills training can improve nursing aides' communication with nursing home residents. However, these studies tended to be time-consuming and fairly difficult to implement. Moreover, these studies focused on the communicative benefits for the nursing home residents and their well-being, while benefits and well-being for the nursing aides were neglected. The current study focused on implementing a brief communication skills training program to improve nursing aides' (N=24) communication with residents with dementia (N=26) in a nursing home. The effects of the training on nursing aides' communication, caregiver distress, and job satisfaction and residents' psychopathology and agitation were assessed relative to a control group condition. Nursing aides in the intervention group were individually trained to communicate effectively with residents during morning care by using short instructions, positive speech, and biographical statements. Mixed ANOVAs showed that, after training, nursing aides in the intervention group experienced less caregiver distress. Additionally, the number of short instructions and instances of positive speech increased. Providing nursing aides with helpful feedback during care aids communication and reduces caregiver burden, even with a brief intervention that requires limited time investments for nursing home staff.

  1. Communication skills training in a nursing home: effects of a brief intervention on residents and nursing aides

    Science.gov (United States)

    Sprangers, Suzan; Dijkstra, Katinka; Romijn-Luijten, Anna

    2015-01-01

    Effective communication by nursing home staff is related to a higher quality of life and a decrease in verbal and physical aggression and depression in nursing home residents. Several communication intervention studies have been conducted to improve communication between nursing home staff and nursing home residents with dementia. These studies have shown that communication skills training can improve nursing aides’ communication with nursing home residents. However, these studies tended to be time-consuming and fairly difficult to implement. Moreover, these studies focused on the communicative benefits for the nursing home residents and their well-being, while benefits and well-being for the nursing aides were neglected. The current study focused on implementing a brief communication skills training program to improve nursing aides’ (N=24) communication with residents with dementia (N=26) in a nursing home. The effects of the training on nursing aides’ communication, caregiver distress, and job satisfaction and residents’ psychopathology and agitation were assessed relative to a control group condition. Nursing aides in the intervention group were individually trained to communicate effectively with residents during morning care by using short instructions, positive speech, and biographical statements. Mixed ANOVAs showed that, after training, nursing aides in the intervention group experienced less caregiver distress. Additionally, the number of short instructions and instances of positive speech increased. Providing nursing aides with helpful feedback during care aids communication and reduces caregiver burden, even with a brief intervention that requires limited time investments for nursing home staff. PMID:25653513

  2. NASA/DOD Aerospace Knowledge Diffusion Research Project. Paper 51: Workplace communications skills and the value of communications and information-use skills instruction: Engineering students' perspectives

    Science.gov (United States)

    Pinelli, Thomas E.; Barclay, Rebecca O.; Kennedy, John M.

    1995-01-01

    Studies indicate that communications and information-related activities take up a substantial portion of an engineer's work week; therefore, effective communications and information use skills are one of the key engineering competencies that recent graduates of engineering programs are expected to possess. Feedback from industry rates communications and information use skills of entry-level engineers low. Missing from current discussions of communications and information use skills and competencies for engineering students is a clear explanation from the professional engineering community about what constitutes 'acceptable and desirable communications and information norms' within that community. To gather adequate and generalizable data about communications and information skills instruction and to provide a student perspective on the communications skills of engineers, we undertook a national study of aerospace engineering students in March 1993. The study included questions about the importance of certain communications and information skills to professional success, the instruction students had received in these skills, and perceived helpfulness of the instruction. Selected results from the study study are reported in this paper.

  3. INTERPERSONAL COMMUNICATION SKILLS,AT THE ORGANIZATIONAL LEVEL, RELEVANT IN THE CONTEXT OF GLOBALIZATION

    OpenAIRE

    Popescu Manoela; Crenicean Luminiţa Cecilia

    2013-01-01

    The approach of organizational issues as communication problems are at least one trend in era of the knowledge economy. The globalization process greatly contributes to consider the communication both as a source and as a solution to the problems faced by legal entities. The conducted study reveals, however, that interpersonal communication skills make the difference between success and failure of organizational communication. Premises of interpersonal communication skills analysis reveals co...

  4. Evaluating the Effectiveness of Rating Instruments for a Communication Skills Assessment of Medical Residents

    Science.gov (United States)

    Iramaneerat, Cherdsak; Myford, Carol M.; Yudkowsky, Rachel; Lowenstein, Tali

    2009-01-01

    The investigators used evidence based on response processes to evaluate and improve the validity of scores on the Patient-Centered Communication and Interpersonal Skills (CIS) Scale for the assessment of residents' communication competence. The investigators retrospectively analyzed the communication skills ratings of 68 residents at the…

  5. An Investigation of the Relationship between Health Literacy and Social Communication Skills in Older Adults

    Science.gov (United States)

    Hester, Eva Jackson

    2009-01-01

    The purpose of this study was to examine connections between health literacy and social communication skills in older adults, a population that experiences chronic health conditions but is reported to have low health literacy and declines in communication skills. Sixty-three older adults were administered the "Social Communication" subtest of the…

  6. An Investigation of the Relationship between Health Literacy and Social Communication Skills in Older Adults

    Science.gov (United States)

    Hester, Eva Jackson

    2009-01-01

    The purpose of this study was to examine connections between health literacy and social communication skills in older adults, a population that experiences chronic health conditions but is reported to have low health literacy and declines in communication skills. Sixty-three older adults were administered the "Social Communication"…

  7. TRAINING OF GERIATRIC SPECIALISTS FOR BUILDING OF COMMUNICATION SKILLS FOR WORK WITH ELDERLY PEOPLE WITH DISABILITIES

    Directory of Open Access Journals (Sweden)

    Mariya Dimova

    2016-09-01

    Full Text Available INTRODUCTION: The development and improvement of medical and social services for people with disabilities is one of the indicators for providing life quality to elderly people. Training of geriatric specialists is one of the ways to overcome the deficiency of professionals possessing specific knowledge and skills to take care of elderly and aged people, with or without disabilities. During their training, the students, majoring in Geriatric Care acquire professional competencies for work with elderly and aged people with or without disabilities (visual disabilities, hearing disabilities, etc. Formation of communication competence in students is an important part of the professiogram. The curriculum envisages diverse training methods, facilitating the formation of skills required for communication with patients, in conformity with their individual characteristics and system of values.AIM: The purpose of this survey is to present the training of geriatric specialists from the Medical College at Trakia University, Stara Zagora, with regards to the formation of communication skills necessary to work with elderly people with disabilities.MATERIALS AND METHODOLOGY: Examination and analysis of training documentation is done.RESULTS: The analysis of the training documentation shows that the training of the geriatric specialists at the Medical College of Trakia University, Stara Zagora is entirely conformed to the special, individual characteristics of elderly people with disabilities. The syllabus includes the elements, necessary to build professional competencies for communication with the mentioned target group within the frame of the approved curriculum.

  8. Communication Skills assessed at OSCE are not affected by Participation in the Adolescent Healthy Sexuality Program

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    Deborah Penava

    2002-12-01

    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.

  9. ENHANCING STUDENTS’ COMMUNICATION SKILLS THROUGH TREFFINGER TEACHING MODEL

    Directory of Open Access Journals (Sweden)

    Idrus Alhaddad

    2015-01-01

    Full Text Available 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 of all students of Mathematics Education Department who took Discrete Mathematics subject matter of one university in the city of Ternate. The results show that (1 the achievement and enhancement of MCS  students that used  TM are higher than the students learning using CL; (2 Based on the categories of PMK, the achievement and enhancement of MCS of students using TM are also higher than those learning with CL; and  (3 There was no interaction effect between learning (TM and CL and PMK to the achievement and enhancement of MCS of the students.Keyword: Communication Skills, Prior Mathematical Knowledge, Treffinger Model DOI: dx.doi.org/10.22342/jme.61.31

  10. [Skilled communication as "intervention" : Models for systematic communication in the healthcare system].

    Science.gov (United States)

    Weinert, M; Mayer, H; Zojer, E

    2015-02-01

    Specific communication training is currently not integrated into anesthesiology curricula. At the same time communication is an important key factor when working with colleagues, in the physician-patient relationship, during management of emergencies and in avoiding or reducing the legal consequences of adverse medical events. Therefore, focused attention should be brought to this area. In other high risk industries, specific communication training has been standard for a long time and in medicine there is an approach to teach and train these soft skills by simulation. Systematic communication training, however, is rarely an established component of specialist training. It is impossible not to communicate whereby nonverbal indications, such as gestures, mimic expression, posture and tone play an important part. Miscommunication, however, is common and leads to unproductive behavior. The cause of this is not always obvious. This article provides an overview of the communication models of Shannon, Watzlawick et al. and Schulz von Thun et al. and describes their limitations. The "Process Communication Model®" (PCM) is also introduced. An overview is provided with examples of how this tool can be used to look at the communication process from a systematic point of view. People have different psychological needs. Not taking care of these needs will result in individual stress behavior, which can be graded into first, second and third degrees of severity (driver behavior, mask behavior and desperation). These behavior patterns become exposed in predictable sequences. Furthermore, on the basis of this model, successful communication can be established while unproductive behavior that occurs during stress can be dealt with appropriately. Because of the importance of communication in all areas of medical care, opportunities exist to focus research on the influence of targeted communication on patient outcome, complications and management of emergencies.

  11. Factors that influence cancer patients' anxiety following a medical consultation: impact of a communication skills training programme for physicians.

    Science.gov (United States)

    Liénard, A; Merckaert, I; Libert, Y; Delvaux, N; Marchal, S; Boniver, J; Etienne, A-M; Klastersky, J; Reynaert, C; Scalliet, P; Slachmuylder, J-L; Razavi, D

    2006-09-01

    No study has yet assessed the impact of physicians' skills acquisition after a communication skills training programme on the evolution of patients' anxiety following a medical consultation. This study aimed to compare the impact, on patients' anxiety, of a basic communication skills training programme (BT) and the same programme consolidated by consolidation workshops (CW), and to investigate physicians' communication variables associated with patients' anxiety. Physicians, after attending the BT, were randomly assigned to CW or to a waiting list. The control group was not a non-intervention group. Consultations with a cancer patient were recorded. Patients' anxiety was assessed with the State Trait Anxiety Inventory before and after a consultation. Communication skills were analysed according to the Cancer Research Campaign Workshop Evaluation Manual. No statistically significant change over time and between groups was observed. Mixed-effects modelling showed that a decrease in patients' anxiety was linked with screening questions (P = 0.045), physicians' satisfaction about support given (P = 0.004) and with patients' distress (P training programme was observed. This study shows the influence of some communication skills on the evolution of patients' anxiety. Physicians should be aware of these influences.

  12. Self Esteem Communication Skills and Cooping with Stress of Young Workers

    Directory of Open Access Journals (Sweden)

    Gulcem Sala Razi

    2009-02-01

    Full Text Available AIM: Working younger when they are investigated in terms of family structure, socio-economic condition and work condition, working environment, friend’s relation and for various reasons and in terms of expectations, due to risks they carry, they constituted an important group for preventive mental health studies. This study is conducted to determine working youngsters self esteem, communication skills, coping skills. METHODS: The samples of this descriptive study consist of 79 headworkers and foreman students between the ages of 15–24, in the education year of 2004-2005 in Zonguldak Occupation Education Center. The data was collected by the following means: “Estimating Communication Skills Scale”, “Rosenberg Self-esteem Scale”, “Coping with Stress Scale”, and “Personal Information Form”, prepared by the researchers. RESULTS: Average of the age group of the study is between 20.87+2.07 and 70.5’% are male. 81.0’ % of the youngsters reported that they work in order to acquire a job. Communication skills mean score was 72.15+12.66, self esteem mean score was 2.33+1.97 in the study group. Scores obtained for subgroups of stress coping scale are as follows self confident 2.22+0.59, self unconfident 1.57+0.59, submissive attitudes 1.27+0.63, optimistic attitudes 2.15+0.58 and seeking of social support 1.81+0.63 were determined. Between age and communication skills: between taking role decision making and self esteem, between taking role unconfident and submissive attitudes in coping stress: between working period and self esteem and between confident attitudes in coping stress: between using money and coping with stress with confident attitudes meaningful relationships were determined (p<0.05. CONCLUSIONS: According to the conclusion of the study in order to reduce negative effects of the working conditions on the youngsters’ development of the basic communication skills and development of the stress coping mechanisms would have positive

  13. Improving and validating children's nurses communication skills with standardized patients in end of life care.

    Science.gov (United States)

    Kenny, Gerard; Cargil, Jamie; Hamilton, Catherine; Sales, Rachel

    2016-06-01

    Children's nurse education is experiencing increases in recruitment targets at the same time that clinical placements are decreasing. With regard to end-of-life care, it is has become a challenge to ensure that all students come into contact with a satisfactory range of experience as part of the requirement for competency at the point of registration. The aim of our study was to find out if students at the end of their course were able to use communication skills acquired in their three years of training and adapt and transfer them to a specific palliative care context even if they had never worked in that area of care. Focus groups were conducted after the simulations which explored the students' experiences of being involved in the scenarios. Four themes emerged that students identified either inhibited or enabled their communication skills, which included anxiety and fear, the need for professional props, the experience of it being real and feeling empowered.

  14. Learning Climate and Work Group Skills in Care Work

    Science.gov (United States)

    Westerberg, Kristina; Hauer, Esther

    2009-01-01

    Purpose: The overall aim of the present study was to investigate the learning climate and work group skills perceived by managers and their subordinates in the municipal elderly care, prior to a development project. The specific research questions were: Are managers' and their subordinates' perceptions of the learning climate related? and Does the…

  15. Prevention of problem behavior by teaching functional communication and self-control skills to preschoolers.

    Science.gov (United States)

    Luczynski, Kevin C; Hanley, Gregory P

    2013-01-01

    We evaluated the effects of the preschool life skills program (PLS; Hanley, Heal, Tiger, & Ingvarsson, 2007) on the acquisition and maintenance of functional communication and self-control skills, as well as its effect on problem behavior, of small groups of preschoolers at risk for school failure. Six children were taught to request teacher attention, teacher assistance, and preferred materials, and to tolerate delays to and denial of those events during child-led, small-group activities. Teaching strategies included instruction, modeling, role play, and differential reinforcement. Six additional children randomly assigned to similarly sized control groups participated in small-group activities but did not experience the PLS program. Within-subject and between-groups designs showed that the PLS teaching procedures were functionally related to the improvements and maintenance of the skills and prevention of problem behavior. Stakeholder responses on a social acceptability questionnaire indicated that they were satisfied with the form of the targeted social skills, the improvements in the children's performance, and the teaching strategies. © Society for the Experimental Analysis of Behavior.

  16. Student self-reported communication skills, knowledge and confidence across standardised patient, virtual and traditional clinical learning environments.

    Science.gov (United States)

    Quail, Michelle; Brundage, Shelley B; Spitalnick, Josh; Allen, Peter J; Beilby, Janet

    2016-02-27

    Advanced communication skills are vital for allied health professionals, yet students often have limited opportunities in which to develop them. The option of increasing clinical placement hours is unsustainable in a climate of constrained budgets, limited placement availability and increasing student numbers. Consequently, many educators are considering the potentials of alternative training methods, such as simulation. Simulations provide safe, repeatable and standardised learning environments in which students can practice a variety of clinical skills. This study investigated students' self-rated communication skill, knowledge, confidence and empathy across simulated and traditional learning environments. Undergraduate speech pathology students were randomly allocated to one of three communication partners with whom they engaged conversationally for up to 30 min: a patient in a nursing home (n = 21); an elderly trained patient actor (n = 22); or a virtual patient (n = 19). One week prior to, and again following the conversational interaction, participants completed measures of self-reported communication skill, knowledge and confidence (developed by the authors based on the Four Habit Coding Scheme), as well as the Jefferson Scale of Empathy - Health Professionals (student version). All three groups reported significantly higher communication knowledge, skills and confidence post-placement (Median d = .58), while the degree of change did not vary as a function of group membership (Median η (2)  communication skill, knowledge and confidence, though not empathy, following a brief placement in a virtual, standardised or traditional learning environment. The self-reported increases were consistent across the three placement types. It is proposed that the findings from this study provide support for the integration of more sustainable, standardised, virtual patient-based placement models into allied health training programs for the training of

  17. The results of the communication skills in psycho-pedagogical activities

    OpenAIRE

    Ionuþ VLÃDESCU

    2014-01-01

    It is known that socialization plays a basic role in personal development, this being essential in childhood. Lack of communication skills and self-knowledge and cause difficulties in social integration of children of any age, so now is the growing emphasis in schools on activities aimed at developing these skills. Training of communication skills is important for teachers in their pedagogical counseling and for those who benefit from education. Education is the most communicative sphere of a...

  18. Developing Communication Skills: General Considerations and Specific Techniques.

    Science.gov (United States)

    Joiner, Elizabeth Garner; Westphal, Patricia Barney, Ed.

    This practical book is designed for the classroom teacher of a second or foreign language at any level. The articles are grouped into two distinct but interdependent sections on general considerations and specific techniques. The contents of the first section are as follows: "Moi Tarzan, Vous Jane?: A Study of Communicative Competence" by P.B.…

  19. Effects of teaching communication skills using a video clip on a smart phone on communication competence and emotional intelligence in nursing students.

    Science.gov (United States)

    Choi, Yeonja; Song, Eunju; Oh, Eunjung

    2015-04-01

    This study aims to verify the communication skills training for nursing students by using a video clip on a smart phone. The study settings were the nursing departments of two universities in South Korea. This study was a quasi-experimental one using a nonequivalent control group pre-posttest design. The experimental and control groups consisted of second-year nursing students who had taken a communication course. The experimental group included 45 students, and the control group included 42 students. The experimental group improved more significantly than the control group in communication competence and emotional intelligence. Using a video clip on a smart phone is helpful for communication teaching method. Copyright © 2014 Elsevier Inc. All rights reserved.

  20. Evaluation of an interview skills training package for adolescents with speech, language and communication needs.

    Science.gov (United States)

    Mathrick, Rachel; Meagher, Tina; Norbury, Courtenay Frazier

    2017-04-18

    We evaluated a structured intervention programme aimed at preparing adolescents with developmental language disorders for job interviews. Our primary outcome measures included change in ratings of verbal and non-verbal social communication behaviours evident during mock interviews. In study 1, 12 participants, aged 17-19 years, from a specialist sixth-form college completed the intervention and two mock interviews, one pre- and one post-intervention. In study 2, 34 participants, aged 17-19 years, completed a modified intervention programme and three mock interviews, one at baseline (included to control for possible practise effects), one pre- and one post-intervention. In both studies, interviews were video recorded and social communication behaviours were coded by independent assessors blind to interview time, participant diagnosis and therapy content. A repeated-measures design was employed to measure change in communication behaviours. In study 1, a significant increase in the number of 'positive' verbal and non-verbal social communication behaviours was observed from pre- to post-intervention. However, there was no significant change in the number of 'negative' behaviours (i.e., fidgeting, irrelevant remarks). In study 2, there were no significant changes in verbal behaviours, but significant group differences (though wide individual variation) in both positive and negative non-verbal social communication behaviours. Our findings suggest that training specific social communication skills that are important for interview success, and consistently reinforcing those behaviours during therapy practice, can increase the use of those skills in an interview setting, though in this heterogeneous population there was considerable variation in therapy outcome. The skills of the interviewer were identified as a potential source of variation in outcome, and a target for future research and practice. © 2017 Royal College of Speech and Language Therapists.

  1. Causal Relationships between Communication Confidence, Beliefs about Group Work, and Willingness to Communicate in Foreign Language Group Work

    Science.gov (United States)

    Fushino, Kumiko

    2010-01-01

    This article reports on the causal relationships between three factors in second language (L2) group work settings: communication confidence (i.e., confidence in one's ability to communicate), beliefs about group work, and willingness to communicate (WTC). A questionnaire was administered to 729 first-year university students in Japan. A model…

  2. Causal Relationships between Communication Confidence, Beliefs about Group Work, and Willingness to Communicate in Foreign Language Group Work

    Science.gov (United States)

    Fushino, Kumiko

    2010-01-01

    This article reports on the causal relationships between three factors in second language (L2) group work settings: communication confidence (i.e., confidence in one's ability to communicate), beliefs about group work, and willingness to communicate (WTC). A questionnaire was administered to 729 first-year university students in Japan. A model…

  3. Follow-up evaluation of a course to develop effective communication and relationship skills for palliative care.

    Science.gov (United States)

    Andrew, Jane; Taylor, Cara

    2012-09-01

    This paper reports on a longitudinal follow-up evaluation of an interprofessional experiential course to support the development of effective communication and interpersonal relationship skills in palliative care: 'It's good to listen: advanced communication skills in end of life care'. The course was developed from evidence-based guidance produced by the West of Scotland Cancer Network and NHS Education for Scotland in 2009. The aim of the study was to explore the factors that support or hinder the sustainable integration of skills and learning from the course into clinical practice. Three focus groups were held across the NHS Board area. Following analysis of the transcripts the emergent themes were grouped under four headings; impact on practice, facilitating factors, hindering factors, and organisational issues. The findings suggest that organisations should consider the value they place on supporting interpersonal skills in end-of-life care and how they can enhance sustainability and behavioural change.

  4. Enhancing medical students' communication skills: development and evaluation of an undergraduate training program

    National Research Council Canada - National Science Library

    Hausberg, Maria C; Hergert, Anika; Kröger, Corinna; Bullinger, Monika; Rose, Matthias; Andreas, Sylke

    2012-01-01

    .... The goal was to promote and improve the communicative skills of participants and show the usefulness of an early offered intervention on patient-physician communication within the medical curriculum...

  5. Integrating Business Communication Skills into a Buyer-Behavior Course Project.

    Science.gov (United States)

    Wunsch, Alan P.; Tomkovick, Chuck

    1995-01-01

    Discusses an undergraduate buyer-behavior course project targeted at improving students' business communication skills through a team-teaching project. Highlights the value of integrating written, oral, and electronic communications pedagogy with buyer-behavior course instruction. (SR)

  6. Communication skills among surgical trainees: Perceptions of residents in a teaching hospital in Northern Nigeria

    OpenAIRE

    Ibrahim, A; Z I Delia; M E Asuku; Dahiru, T

    2011-01-01

    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 ...

  7. Communication in Decision-Making Groups: In Search of Excellence.

    Science.gov (United States)

    Knutson, Thomas J.

    1985-01-01

    Describes typical phases through which decision-making groups pass. Explores communication dimensions of small-group deliberation, and presents suggestions to improve the quality of group problem solving. (Author/BH)

  8. Enhancing Students’ Communication Skills Through Treffinger Teaching Model

    Directory of Open Access Journals (Sweden)

    Idrus Alhaddad

    2015-10-01

    Full Text Available 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 of all students of Mathematics Education Department who took Discrete Mathematics subject matter of one university in the city of Ternate. The results show that (1 the achievement and enhancement of MCS students that used TM are higher than the students learning using CL; (2 Based on the categories of PMK, the achievement and enhancement of MCS of students using TM are also higher than those learning with CL; and (3 There was no interaction effect between learning (TM and CL and PMK to the achievement and enhancement of MCS of the students

  9. Effects of communication skills training and a Question Prompt Sheet to improve communication with older cancer patients: a randomized controlled trial.

    NARCIS (Netherlands)

    Weert, J.C.M. van; Jansen, J.; Spreeuwenberg, P.M.M.; Dulmen, S. van; Bensing, J.M.

    2011-01-01

    A randomized pre- and post-test control group design was conducted in 12 oncology wards to investigate the effectiveness of an intervention, existing of a communication skills training with web-enabled video feedback and a Question Prompt Sheet (QPS), which aimed to improve patient education to olde

  10. Effects of communication skills training and a Question Prompt Sheet to improve communication with older cancer patients: a randomized controlled trial.

    NARCIS (Netherlands)

    Weert, J.C.M. van; Jansen, J.; Spreeuwenberg, P.M.M.; Dulmen, S. van; Bensing, J.M.

    2011-01-01

    A randomized pre- and post-test control group design was conducted in 12 oncology wards to investigate the effectiveness of an intervention, existing of a communication skills training with web-enabled video feedback and a Question Prompt Sheet (QPS), which aimed to improve patient education to olde

  11. Effects of communication skills training and a Question Prompt Sheet to improve communication with older cancer patients: a randomized controlled trial.

    NARCIS (Netherlands)

    Weert, J.C.M. van; Jansen, J.; Spreeuwenberg, P.M.M.; Dulmen, S. van; Bensing, J.M.

    2011-01-01

    A randomized pre- and post-test control group design was conducted in 12 oncology wards to investigate the effectiveness of an intervention, existing of a communication skills training with web-enabled video feedback and a Question Prompt Sheet (QPS), which aimed to improve patient education to

  12. Effects of communication skills training and a Question Prompt Sheet to improve communication with older cancer patients: a randomized controlled trial

    NARCIS (Netherlands)

    van Weert, J.C.M.; Jansen, J.; Spreeuwenberg, P.M.M.; van Dulmen, S.; Bensing, J.M.

    2011-01-01

    A randomized pre- and post-test control group design was conducted in 12 oncology wards to investigate the effectiveness of an intervention, existing of a communication skills training with web-enabled video feedback and a Question Prompt Sheet (QPS), which aimed to improve patient education to

  13. Effects of a Self-Instruction Communication Skills Training on Skills, Self-Efficacy, Motivation, and Transfer

    Science.gov (United States)

    Hommes, Mark A.; Van der Molen, Henk T.

    2012-01-01

    This article describes a study on the effects of a self-instruction training programme in communication skills for psychology students at the Open University of the Netherlands in comparison to a fully supervised training. We expected both training programmes to increase students' knowledge and skills, as well as their self-efficacy and motivation…

  14. Investigation of the Relationship between Communication Skills, Social Competence and Emotion Regulation Skills of Preschool Children in Turkey

    Science.gov (United States)

    Dagal, A. B.

    2017-01-01

    The aim of this study is to investigate the relationship between communication skills, social competence and emotion regulation skills of preschool children. Children attending public primary schools who were 53 to 80 months old from the middle socio-economic class were chosen randomly from Istanbul City center districts for this study. They were…

  15. The effectiveness of the Geritalk communication skills course: a real-time assessment of skill acquisition and deliberate practice.

    Science.gov (United States)

    Gelfman, Laura P; Lindenberger, Elizabeth; Fernandez, Helen; Goldberg, Gabrielle R; Lim, Betty B; Litrivis, Evgenia; O'Neill, Lynn; Smith, Cardinale B; Kelley, Amy S

    2014-10-01

    Communication skills are critical in Geriatrics and Palliative Medicine because these patients confront complex clinical scenarios. We evaluated the effectiveness of the Geritalk communication skills course by comparing pre- and post-course real-time assessment of the participants leading family meetings. We also evaluated the participants' sustained skills practice. We compare the participants' skill acquisition before and after Geritalk using a direct observation Family Meeting Communication Assessment Tool and assess their deliberate practice at follow-up. First-year Geriatrics or Palliative Medicine fellows at Mount Sinai Medical Center and the James J. Peters Bronx VA Medical Center participated in Geritalk. Pre- and post-course family meeting assessments were compared. An average net gain of 6.8 skills represented a greater than 20% improvement in use of applicable skills. At two month follow-up, most participants reported deliberate practice of fundamental and advanced skills. This intensive training and family meeting assessment offers evidence-based communication skills training. Published by Elsevier Inc.

  16. Implementation multi representation and oral communication skills in Department of Physics Education on Elementary Physics II

    Science.gov (United States)

    Kusumawati, Intan; Marwoto, Putut; Linuwih, Suharto

    2015-09-01

    The ability of multi representation has been widely studied, but there has been no implementation through a model of learning. This study aimed to determine the ability of the students multi representation, relationships multi representation capabilities and oral communication skills, as well as the application of the relations between the two capabilities through learning model Presentatif Based on Multi representation (PBM) in solving optical geometric (Elementary Physics II). A concurrent mixed methods research methods with qualitative-quantitative weights. Means of collecting data in the form of the pre-test and post-test with essay form, observation sheets oral communication skills, and assessment of learning by observation sheet PBM-learning models all have a high degree of respectively validity category is 3.91; 4.22; 4.13; 3.88. Test reliability with Alpha Cronbach technique, reliability coefficient of 0.494. The students are department of Physics Education Unnes as a research subject. Sequence multi representation tendency of students from high to low in sequence, representation of M, D, G, V; whereas the order of accuracy, the group representation V, D, G, M. Relationship multi representation ability and oral communication skills, comparable/proportional. Implementation conjunction generate grounded theory. This study should be applied to the physics of matter, or any other university for comparison.

  17. Implementation multi representation and oral communication skills in Department of Physics Education on Elementary Physics II

    Energy Technology Data Exchange (ETDEWEB)

    Kusumawati, Intan, E-mail: intankusumawati10@gmail.com [High School in Teaching and Education (STKIP) Singkawang Jl. STKIP–Ex. Naram, district. North Singkawang, Singkawang-79251 West Borneo (Indonesia); Marwoto, Putut, E-mail: pmarwoto@yahoo.com; Linuwih, Suharto, E-mail: suhartolinuwih@gmail.com [Department of Physics Education, State University of Semarang (Unnes) Campus Unnes Bendan Ngisor, Semarang 50233 Central Java (Indonesia)

    2015-09-30

    The ability of multi representation has been widely studied, but there has been no implementation through a model of learning. This study aimed to determine the ability of the students multi representation, relationships multi representation capabilities and oral communication skills, as well as the application of the relations between the two capabilities through learning model Presentatif Based on Multi representation (PBM) in solving optical geometric (Elementary Physics II). A concurrent mixed methods research methods with qualitative–quantitative weights. Means of collecting data in the form of the pre-test and post-test with essay form, observation sheets oral communication skills, and assessment of learning by observation sheet PBM–learning models all have a high degree of respectively validity category is 3.91; 4.22; 4.13; 3.88. Test reliability with Alpha Cronbach technique, reliability coefficient of 0.494. The students are department of Physics Education Unnes as a research subject. Sequence multi representation tendency of students from high to low in sequence, representation of M, D, G, V; whereas the order of accuracy, the group representation V, D, G, M. Relationship multi representation ability and oral communication skills, comparable/proportional. Implementation conjunction generate grounded theory. This study should be applied to the physics of matter, or any other university for comparison.

  18. Experience of a workshop on communication skills in health professional education

    Directory of Open Access Journals (Sweden)

    Khalid U Al-Umran

    2009-01-01

    Full Text Available Background: The teaching of communication skills is gaining increasing attention. However, the opportunities for faculty development are limited. This study highlights an attempt by the Medical Education Unit, King Fahd Hospital of the University, Al-Khobar, to raise the awareness of faculty to this vital area by organizing a one-day workshop. Method: A one-day workshop was organized to improve the awareness of the participants to the role of communication skills such as doctor-patient interaction, breaking bad news, counseling and conflict management. In all, 168 participants consisting of faculty members, interns and students, both male and female participated. The sessions included interactive lectures, video demonstrations and role play. Results: The feedback from the participants indicated that the objectives of the workshop were largely realized. The presentations by speakers were of high quality. However, the participants wanted more small group activities and video-demonstrations that were relevant to the local environment. Conclusion: By and large, the one-day workshop was found to be a practical model for an initial attempt to raise awareness. Further work is needed to organize more intensive workshops on specific issues related to communication skills.

  19. Medical and psychology students' self-assessed communication skills: A pilot study.

    Science.gov (United States)

    Tiuraniemi, Juhani; Läärä, Riitta; Kyrö, Tuuli; Lindeman, Sari

    2011-05-01

    The purpose of this study was to describe how psychology and medical students assess their own competency and skills before and after training, in which role-play was used to teach interpersonal and communication skills. Interpersonal and communication skills were assessed with a semi-structured questionnaire before and after the training. The students of both medicine and psychology estimated their skill levels to be higher after the course. The psychology students estimated their skills for communication, motivating interviewing, empathy and reflection, and change orientation to be better at the end of the course. Medical students estimated their communication skills, motivating interviewing skills, and change orientation skills to be better at the end of the course. Even a short period of training in interpersonal and communication skills can positively affect the self-assessed skills of the medical students. In the future, it would be worthwhile to pay attention to reflective teaching practices in the training of both medical and psychology students. The cognitive and emotional components of these practices help students to develop their own communication skills. Copyright © 2010 Elsevier Ireland Ltd. All rights reserved.

  20. Oral Communication Skills of Engineering Students of Pakistan in Perspective of Industrial Internships

    Directory of Open Access Journals (Sweden)

    Inayatullah Kakepoto

    2012-07-01

    Full Text Available The purpose of this study was to determine impact of industrial internship training on oral communication skills of engineering students during this program. Fifty engineers from two engineering organizations participated in this study. Participants of this study had industrial internship training from different organizations. Purposive sampling method was used for data collection purpose. The results of the study revealed that industrial internship trainings contribute to develop oral communication skills of engineering students such as oral presentation skill, meeting skill, discussion skill, conversation skill, and project participation skill during this internship program. However, the results of this study are consistent with other literature review findings on industrial internship trainings for engineering students. Keywords: Industrial internship training, oral communication skills, engineering students

  1. An obesity educational intervention for medical students addressing weight bias and communication skills using standardized patients.

    Science.gov (United States)

    Kushner, Robert F; Zeiss, Dinah M; Feinglass, Joseph M; Yelen, Marsha

    2014-03-18

    In order to manage the increasing worldwide problem of obesity, medical students will need to acquire the knowledge and skills necessary to assess and counsel patients with obesity. Few educational intervention studies have been conducted with medical students addressing stigma and communication skills with patients who are overweight or obese. The purpose of this study was to evaluate changes in students' attitudes and beliefs about obesity, and their confidence in communication skills after a structured educational intervention that included a clinical encounter with an overweight standardized patient (SP). First year medical students (n = 127, 47% female) enrolled in a communications unit were instructed to discuss the SPs' overweight status and probe about their perceptions of being overweight during an 8 minute encounter. Prior to the session, students were asked to read two articles on communication and stigma as background information. Reflections on the readings and their performance with the SP were conducted prior to and after the encounter when students met in small groups. A newly constructed 16 item questionnaire was completed before, immediately after and one year after the session. Scale analysis was performed based on a priori classification of item intent. Three scales emerged from the questionnaire: negative obesity stereotyping (7 items), empathy (3 items), and counseling confidence (3 items). There were small but significant immediate post-intervention improvements in stereotyping (p = .002) and empathy (p stereotyping reverted to the baseline mean. Percent of students with improved scale scores immediately and at one year follow up were as follows: stereotyping 53.1% and 57.8%; empathy 48.4% and 47.7%; and confidence 86.7% and 85.9%. A structured encounter with an overweight SP was associated with a significant short-term decrease in negative stereotyping, and longer-term increase in empathy and raised confidence among first year medical

  2. Supporting the Collaborative Learning of Practical Skills with Computer-Mediated Communications Technology

    Directory of Open Access Journals (Sweden)

    Mark A. Edwards

    2001-01-01

    Full Text Available Based on a collaborative approach to learning, a student cohort taking an introductory level University course in computing was provided with information and asynchronous communications technology (including learning resources, e-mail, bulletin board and FAQ, as a means of enhancing their collaborative efforts on a web authoring exercise within a flexible learning environment. The qualitative investigative paradigm used was ‘action research’. By use of ethnographic techniques (questionnaires and focus group interviews, evidence was gained indicating that while a collaborative approach promoted improved learning, usage of computer-mediated communication technology and its contribution to collaboration was limited in an activity that was skills-oriented, requiring practical experience. Reasons for this are then discussed and a number of barriers to the take-up of communications technology are identified, and implications for educators are drawn from these.

  3. Attitudes and anxiety levels of medical students towards the acquisition of competencies in communication skills.

    Science.gov (United States)

    Loureiro, Elizabete M; Severo, Milton; Bettencourt, Paulo; Ferreira, Maria A

    2011-12-01

    Results of third year medical students' attitudes and stress levels towards the acquisition of communication skills before and after a Communication and Clinical Skills Course (CCSC) at the Faculty of Medicine of the University of Porto (FMUP), Portugal, are presented. 115 students attending third-year CCSC completed a demographic questionnaire, State-Trait Anxiety Inventory, Communication Skills Attitudes Scale and Interpersonal Behavior Survey. Significant negative correlation was found between anxiety levels and attitudes towards learning communication skills in general as well as the teaching and learning process. At the end of the Course students reported that when compared to the start, their communication skills are less sufficient. At the end of this CCSC at FMUP, students recognized its major importance and how they need to invest and improve communication skills. However, it seems important to monitor the attitudes and anxiety levels of students towards patient care and communication during the medical course and to identify ways of overcoming barriers towards learning communication skills. It is recommended that there should be a complete (transversal and vertical) integration of communication skills, including effective teaching methods, assessments, and examinations in order to be valued by the students. This would necessitate curricular changes. Copyright © 2011 Elsevier Ireland Ltd. All rights reserved.

  4. Group Projects as a Method of Promoting Student Scientific Communication and Collaboration in a Public Health Microbiology Course

    Science.gov (United States)

    Walton, Kristen L. W.; Baker, Jason C.

    2009-01-01

    Communication of scientific and medical information and collaborative work are important skills for students pursuing careers in health professions and other biomedical sciences. In addition, group work and active learning can increase student engagement and analytical skills. Students in our public health microbiology class were required to work…

  5. Getting ahead communication skills for business English : home study book

    CERN Document Server

    Jones-Macziola, Sarah

    1993-01-01

    Getting Ahead is a course for students at the pre-intermediate level who want to improve their English for business and professional purposes. It is suitable both for students who are preparing for work and those who are in employment already. At the same time as drawing on the learner's own experience, the course provides activities which give the less experienced learner the opportunity to participate effectively in meaningful communication. The main units are topic-based and focus on such themes as describing a company, welcoming visitors and dealing with problems. All four skills – listening, speaking, reading and writing – are developed. There are controlled practice tasks and meaningful communication activities, and the course as a whole provides a clear structural progression. The Home Study Book provides out-of-class activities which review and expand on what has been done in class. These activities are keyed at the back of the book to aid self-study. The Home Study CD contains all the listening a...

  6. Getting ahead communication skills for business English : teacher's guide

    CERN Document Server

    Jones-Macziola, Sarah

    1993-01-01

    Getting Ahead is a course for students at the pre-intermediate level who want to improve their English for business and professional purposes. It is suitable both for students who are preparing for work and those who are in employment already. At the same time as drawing on the learner's own experience, the course provides activities which give the less experienced learner the opportunity to participate effectively in meaningful communication. The main units are topic-based and focus on such themes as describing a company, welcoming visitors and dealing with problems. All four skills – listening, speaking, reading and writing – are developed. There are controlled practice tasks and meaningful communication activities, and the course as a whole provides a clear structural progression. The Home Study Book provides out-of-class activities which review and expand on what has been done in class. These activities are keyed at the back of the book to aid self-study. The Home Study CD contains all the listening a...

  7. Getting ahead communication skills for business English : learner's book

    CERN Document Server

    Jones-Macziola, Sarah

    1994-01-01

    Getting Ahead is a course for students at the pre-intermediate level who want to improve their English for business and professional purposes. It is suitable both for students who are preparing for work and those who are in employment already. At the same time as drawing on the learner's own experience, the course provides activities which give the less experienced learner the opportunity to participate effectively in meaningful communication. The main units are topic-based and focus on such themes as describing a company, welcoming visitors and dealing with problems. All four skills – listening, speaking, reading and writing – are developed. There are controlled practice tasks and meaningful communication activities, and the course as a whole provides a clear structural progression. The Home Study Book provides out-of-class activities which review and expand on what has been done in class. These activities are keyed at the back of the book to aid self-study. The Home Study CD contains all the listening a...

  8. [Integrated Peer Teaching of Communication and Clinical Skills: How to Train Student Tutors?].

    Science.gov (United States)

    Ringel, Nadja; Bürmann, Barbara Maatouk; Fellmer-Drueg, Erika; Roos, Marco; Herzog, Wolfgang; Nikendei, Christoph; Wischmann, Tewes; Weiss, Carmen; Eicher, Christiane; Engeser, Peter; Schultz, Jobst-Hendrik; Jünger, Jana

    2015-08-01

    This paper describes the theory-based development of a standardized training model for peer tutors. The aim is to qualify tutors to teach communication skills integrated with practical clinical skills, to medical students in the pre-clinical curriculum. As a result, students are encouraged to form a basic understanding of the biopsychosocial model of diseases early in their studies. The training model's design is based on the Kern model for curriculum development as adapted by McLean et al., who outlined the following steps: planning, implementation, and evaluation/feedback. Our focus is on development, review of feasibility, and evaluation as measured by the subjectively perceived effectiveness of the implemented training model. 2 target groups were considered: the peer tutors and the student tutees. In 2009, a 3-step training model consisting of 12 units was developed, based on the theory of patient-centered communication and the biopsychosocial model. The training was rated very positively on a 5-point Likert scale by all tutors at 2 points in time: t1 (directly after training) and t2 (after conducting 2 tutorials) (t1: M=1.67; SD=±0.86; t2: M=1.75; SD=±0.71). On a 6-point Likert scale, the tutees also evaluated their communication and clinical skills as being significantly better after completing the 10 tutorials (t2: scale for interaction and communication: M=4.81; SD: 1.09; scale for clinical examination: M=4.99; SD: 0.85) than before the tutorials (t0: scale for communication and interaction: M=3.18; SD=1.15; scale for clinical examination: M=2.88; SD: 1.09). By implementing a standardized tutor training model, one can qualify peer tutors to teach communication skills integrated with practical clinical skills during the pre-clinical phase. Practice teaching of the curricular material via role playing, tutorial simulation and an extensive feedback session, along with the definition of clinical standards for recording case histories and performing

  9. The effect of group play therapy on social-emotional skills in pre-school children.

    Science.gov (United States)

    Chinekesh, Ahdieh; Kamalian, Mehrnoush; Eltemasi, Masoumeh; Chinekesh, Shirin; Alavi, Manijeh

    2013-12-24

    Childhood is important and critical period in human life. The foundation of ego is shaped in childhood. Play therapy is one of the successful strategies to help children with inner conflicts problems. This method of psychotherapy is base on the normal learning processes of children, provides solutions to relieve feelings of stress, and expands self-expression. Group play therapy can enhance the self-awareness, self- regulation, social communication, empathy and adoptability in children. Present study investigated the effects of play therapy on relational and emotional skills of pre-school children. For this purpose, the total numbers of 372 pre-school children were randomly selected, and divided into two equal groups (case and control). In next step, the BUSSE-SR methodology was used for evaluation and comparison of self-awareness, self-regulation, social interaction, empathy, adoptability, and control groups. Pre-test were performed for both groups and case group was involved in-group play therapy. According to the results of post-test, correlation of variables between case-control groups was examined by multivariate analysis of covariance. Frequency of boys and girls in our sample were 51.3 and 48.7 percent, respectively. The mean age of children was 5.1±0.6 year. According to the results of present study, play therapy significantly enhanced the social-emotional skills (Pskills and communicate with others.

  10. Theories in Developing Oral Communication for Specific Learner Group

    Science.gov (United States)

    Hadi, Marham Jupri

    2016-01-01

    The current article presents some key theories most relevant to the development of oral communication skills in an Indonesian senior high school. Critical analysis on the learners' background is employed to figure out their strengths and weaknesses. The brief overview of the learning context and learners' characteristic are used to identify which…

  11. Technology, Talk, and Time: Patterns of Group Communication and Identity

    Science.gov (United States)

    Dahl, Laura Brown

    2015-01-01

    The effective use of technology is increasingly important in many fields where online and digital communication, collaboration, and production have become more prevalent. Although it is clear that many higher education students come into the classroom with skills involved with consuming technology, they often are much less capable of producing…

  12. Efficacy of communication skills training on colorectal cancer screening by GPs: a cluster randomised controlled trial.

    Science.gov (United States)

    Aubin-Auger, I; Laouénan, C; Le Bel, J; Mercier, A; Baruch, D; Lebeau, J P; Youssefian, A; Le Trung, T; Peremans, L; Van Royen, P

    2016-01-01

    Colorectal cancer (CRC) mass screening has been implemented in France since 2008. Participation rates remain too low. The objective of this study was to test if the implementation of a training course focused on communication skills among general practitioners (GP) would increase the delivery of gaiac faecal occult blood test and CRC screening participation among the target population of each participating GP. A cluster randomised controlled trial was conducted with GP's practice as a cluster unit. GPs from practices in the control group were asked to continue their usual care. GPs of the intervention group received a 4-h educational training, built with previous qualitative data on CRC screening focusing on doctor-patient communication with a follow-up of 7 months for both groups. The primary outcome measure was the patients' participation rate in the target population for each GP. Seventeen GPs (16 practices) in intervention group and 28 GPs (19 practices) in control group participated. The patients' participation rate in the intervention group were 36.7% vs. 24.5% in the control group (P = 0.03). Doctor-patient communication should be developed and appear to be one of the possible targets of improvement patients adherence and participation rate in the target population for CRC mass screening.

  13. Effect of Communication Skills Training on the Burnout of Nurses: A Cross-Sectional Study

    Science.gov (United States)

    Darban, Fatemeh; Balouchi, Abbas; Narouipour, Abdullreza; Shahdadi, Hosein

    2016-01-01

    Introduction One of the factors influencing the burnout of nurses is their difficult and complicated relations with patients and other members of the medical team. Therefore, it is necessary that nurses to be trained on communication skills. Aim The present research aims to study the effect of communication skills training on the burnout of nurses. Materials and Methods The present research was an experimental study using pretest-posttest method. The subjects included 60 nurses working in Khatamolanbia Hospital in Iranshahr, Sistan and Baluchestan Province, Iran. The subjects were randomly divided into two groups. The required data and information were collected using Jackson and Maslach Burnout Inventory which was filled out by subjects in three steps including before the intervention, at the end of the second session, and one month after the intervention. The intervention included training on communication skills which was carried out for the intervention group as a 2-day workshop for 8 hours within a week. Results The findings showed that the mean score of frequency and intensity of burnout in the intervention group before the intervention, at the end of the intervention, and one month after the intervention was 39.3±6.2 and 61.1±8.0, 37.5±4.6 and 58.8±7.6, and 34.2±4.4 and 54.6±7.0, respectively. These changes suggest a significant decreasing trend (p=0.01). On the other hand, mean scores of burnout in the control group showed no significant difference in three steps (pburnout among nurses, it is recommended that this approach to be taken into account by managers in order to reduce the burnout among nurses and improve the quality of healthcare services provided by them. PMID:27190832

  14. Exploring Parliamentary Debate as a Pedagogical Tool to Develop English Communication Skills in EFL/ESL Classrooms

    Directory of Open Access Journals (Sweden)

    Eunice M. Aclan

    2015-03-01

    Full Text Available To survive in the 21st century workplace, communication skills are extremely important. However, a mismatch between the industry requirement and the university graduates’ competencies in terms of effective communication skills exists. Rote learning and lack of opportunities to practice English communication skills inside and outside the classroom are common issues in EFL/ESL contexts. Thus, this qualitative study was conducted to explore how debate as a pedagogical tool with three stages - pre-debate, actual debate and post-debate - can develop communication skills. The data were gathered through semi-structured one-on-one interview with five debate experts across from ASEAN countries and focus group interview with six ASEAN debate students. The participants of this study  described  the use of the pre-debate stage for the research and brainstorming tasks  that engage the team members with each other, the actual debate for the arguments, POI and rebuttals that actively engage debaters with their opponents, and the post-debate stage that engage all the debaters with the adjudicators, their team-mates and their opponents. This pedagogical aspect focusing on the three stages of debate which has implications for SLA and language teaching was not substantially dealt with in previous studies on debate.  Keywords: pedagogical tool, English communication skills, All-Asians parliamentary debate

  15. Development and evaluation of a learner-centered training course on communication skills for baccalaureate nursing students.

    Science.gov (United States)

    Lau, Ying; Wang, Wenru

    2013-12-01

    There is no standardized or formal communication skills training in the current nursing curriculum in Macao, China. To develop and evaluate a learner-centered communication skills training course. Both qualitative and quantitative designs were used in two separate stages. A randomized sample and a convenience sample were taken from students on a four-year bachelor's degree program at a public institute in Macao. Stage I consisted of developing a learner-centered communication skills training course using four focus groups (n=32). Stage II evaluated the training's efficacy by comparing communication skills, clinical interaction, interpersonal dysfunction, and social problem-solving abilities using a quasi-experimental longitudinal pre-post design among 62 nursing students. A course evaluation form was also used. Content analysis was used to evaluate the essential themes in order to develop the specific content and teaching strategies of the course. Paired t-tests and Wilcoxon signed-rank tests showed significant improvement in all post-training scores for communication ability, content of communication, and handling of communication barriers. According to the mean scores of the course evaluation form, students were generally very satisfied with the course: 6.11 to 6.74 on a scale of 1 to 7. This study showed that the course was effective in improving communication skills, especially in terms of the content and the handling of communication barriers. The course filled an important gap in the training needs of nursing students in Macao. The importance of these findings and their implications for nursing education are discussed. Copyright © 2013 Elsevier Ltd. All rights reserved.

  16. Implementing an assessment-based communication skills training in pre-clinical phase: an IMU experience.

    Science.gov (United States)

    Lukman, H; Beevi, Z; Mohamadou, G; Yeap, R

    2006-06-01

    This article describes the communication skills programme of the International Medical University, which adopts an integrated medical curriculum. The programme, implemented in February 2005, is based on a systematic framework aimed at teaching students basic interpersonal communication skills progressively and continuously throughout the pre-clinical phase.

  17. A Contingency Approach to Communication Skill Importance: The Impact of Occupation, Direction, and Position.

    Science.gov (United States)

    Di Salvo, Vincent S.; Larsen, Janet K.

    1987-01-01

    Examines the impact of direction and occupation on the importance of communication skills for entry-level positions in finance, management, engineering, and law. Results substantiate a three-dimensional model (based on direction, occupation, and position) for the examination and application of communication skill importance in organization. (JD)

  18. Communication Skills in Standardized-Patient Assessment of Final-Year Medical Students: A Psychometric Study

    Science.gov (United States)

    Guiton, Gretchen; Hodgson, Carol S.; Delandshere, Ginett; Wilkerson, Luann

    2004-01-01

    The purpose of this study is to investigate the content-specificity of communication skills. It investigates the reliability and dimensionality of standardized patient (SP) ratings of communication skills in an Objective Structured Clinical Examination(OSCE) for final year medical students. An OSCE consisting of seven standardized patient(SP)…

  19. Research-Based Instructions to Increase Communication Skills for Students with Severe Disabilities

    Science.gov (United States)

    Pinto, Peg; Simpson, Cynthia; Bakken, Jeffrey P.

    2009-01-01

    Communication skills are of great importance for children with developmental disabilities to be functional and independent in their own lives. This paper provides results of a comprehensive literature review on current researched-based intervention strategies that appear effective to increase communication skills for students who have severe…

  20. Fusing Communication and Writing Skills in the 21st Century's IT/IS Curricula

    Science.gov (United States)

    Liu, Michelle; Murphy, Diane

    2012-01-01

    Written and oral communication has been listed as the top explicitly requested skill by employers for a long time. Despite pressure from industry, the gap still exists between the expectations and average written and oral communication skills of current information technology/information systems graduates. This paper addresses the above issues and…

  1. The Developmental Sequence of Social-Communicative Skills in Young Children with Autism: A Longitudinal Study

    Science.gov (United States)

    Wu, Chin-Chin; Chiang, Chung-Hsin

    2014-01-01

    To explore the different developmental trajectories of social-communicative skills in children with autism and typically developing infants, two longitudinal studies were conducted. In Study 1, we examined the developmental sequence of social-communicative skills in 26 typically developing infants when they were 9 months old and reexamined them…

  2. Distributive Education 1 - 8726 (Communication Skills Relating to Marketing and Distribution), Department 48: 8726.03.

    Science.gov (United States)

    Dade County Public Schools, Miami, FL.

    An authorized course of instruction for the Quinmester Program in Dade County (Florida) public schools is given for distributive education, communication skills related to marketing and distribution. The objective is to give the student the necessary background in written and oral communication skills. Four blocks define the course. Block I gives…

  3. Impact of postgraduate training on communication skills teaching: a controlled study

    NARCIS (Netherlands)

    Junod Perron, N.; Nendaz, M.; Louis-Simonet, M.; Sommer, J.; Gut, A.; Cerutti, B.; Vleuten, C.P.M. van der; Dolmans, D.

    2014-01-01

    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

  4. Multi-Source Evaluation of Interpersonal and Communication Skills of Family Medicine Residents

    Science.gov (United States)

    Leung, Kai-Kuen; Wang, Wei-Dan; Chen, Yen-Yuan

    2012-01-01

    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…

  5. Improving Empathy and Communication Skills of Visually Impaired Early Adolescents through a Psycho-Education Program

    Science.gov (United States)

    Yildiz, Mehmet Ali; Duy, Baki

    2013-01-01

    The purpose of this study was to investigate the effectiveness of an interpersonal communication skills psycho-education program to improve empathy and communication skills of visually impaired adolescents. Participants of the study were sixteen early adolescents schooling in an elementary school for visually impaired youth in Diyarbakir. The…

  6. Investigation of the Effect of Sport on Submissive Behavior and Communication Skills of High School Students

    Science.gov (United States)

    Abakay, Ugur

    2013-01-01

    This study was carried out to detect the differences in submissive behaviors and communication skills of high school students in terms of sports activities and relationship between communication skills and properties of submissive behavior of high school students who are actively involved in sports activities. In this respect at the study, 728…

  7. Promoting Communication Skills for Information Systems Students in Australian and Portuguese Higher Education: Action Research Study

    Science.gov (United States)

    Isaias, Pedro; Issa, Tomayess

    2014-01-01

    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…

  8. Enhancing Students' Communication Skills in the Science Classroom through Socioscientific Issues

    Science.gov (United States)

    Chung, Yoonsook; Yoo, Jungsook; Kim, Sung-Won; Lee, Hyunju; Zeidler, Dana L.

    2016-01-01

    Communication skills are one of the most important competencies for 21st century global citizens. Our guiding presupposition was that socioscientific issues (SSIs) could be used as an effective pedagogical tool for promoting students' communication skills by increasing peer interactions, stimulating students' reasoning, and in constructing shared…

  9. Impact of communication skills training on parents perceptions of care: intervention study

    DEFF Research Database (Denmark)

    Ammentorp, Jette; Kofoed, Poul-Erik; Laulund, Lone W

    2011-01-01

    This paper is a report of a study of the effects of communication-skills training for healthcare professionals on parents' perceptions of information, care and continuity.......This paper is a report of a study of the effects of communication-skills training for healthcare professionals on parents' perceptions of information, care and continuity....

  10. Identification and Instruction of Important Business Communication Skills for Graduate Business Education

    Science.gov (United States)

    Conrad, David; Newberry, Robert

    2012-01-01

    Despite academia's best efforts there still remains a gap in communication skills desired by business practitioners and those delivered by new graduates. The authors suggest that this may be the result of practitioners demanding outcome-based skills and academia teaching basic non-business-specific fundamentals of communications. An examination of…

  11. Promoting Communication Skills for Information Systems Students in Australian and Portuguese Higher Education: Action Research Study

    Science.gov (United States)

    Isaias, Pedro; Issa, Tomayess

    2014-01-01

    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…

  12. Enhancing Students' Communication Skills in the Science Classroom through Socioscientific Issues

    Science.gov (United States)

    Chung, Yoonsook; Yoo, Jungsook; Kim, Sung-Won; Lee, Hyunju; Zeidler, Dana L.

    2016-01-01

    Communication skills are one of the most important competencies for 21st century global citizens. Our guiding presupposition was that socioscientific issues (SSIs) could be used as an effective pedagogical tool for promoting students' communication skills by increasing peer interactions, stimulating students' reasoning, and in constructing shared…

  13. Investigation of the Effect of Sport on Submissive Behavior and Communication Skills of High School Students

    Science.gov (United States)

    Abakay, Ugur

    2013-01-01

    This study was carried out to detect the differences in submissive behaviors and communication skills of high school students in terms of sports activities and relationship between communication skills and properties of submissive behavior of high school students who are actively involved in sports activities. In this respect at the study, 728…

  14. Impact of postgraduate training on communication skills teaching: a controlled study

    NARCIS (Netherlands)

    Junod Perron, N.; Nendaz, M.; Louis-Simonet, M.; Sommer, J.; Gut, A.; Cerutti, B.; Vleuten, C.P.M. van der; Dolmans, D.

    2014-01-01

    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

  15. Development of the Nonverbal Communication Skills of School Administrators Scale (NCSSAS): Validity, Reliability and Implementation Study

    Science.gov (United States)

    Uzun, Tevfik

    2017-01-01

    The main purpose of this study is to develop a scale intended for identifying the school administrators' nonverbal communication skills, and establish the relationship between the nonverbal communication skills of school administrators and job performance of teachers. The study was conducted in three stages. The first stage involved the creation…

  16. Identification and Instruction of Important Business Communication Skills for Graduate Business Education

    Science.gov (United States)

    Conrad, David; Newberry, Robert

    2012-01-01

    Despite academia's best efforts there still remains a gap in communication skills desired by business practitioners and those delivered by new graduates. The authors suggest that this may be the result of practitioners demanding outcome-based skills and academia teaching basic non-business-specific fundamentals of communications. An examination of…

  17. A communication skills intervention for community healthcare workers reduces perceived patient aggression: a pretest-postest study.

    Science.gov (United States)

    Swain, Nicola; Gale, Christopher

    2014-09-01

    Previous studies have shown that healthcare workers experience high levels of aggression from patients. Prevention packages to address this have received little research support. Communication skills have been shown to influence individuals' experience of aggression and are also amenable to training. This study aims to deliver a communication skills training package that will reduce the experience of aggression in the workplace for healthcare workers. An interactive, multimedia communication skills package was developed that would be suitable for community healthcare workers. The training consisted of four workshops, including teaching, discussion and DVD illustrative examples. These were based on research and clinical experience. This intervention was delivered in two community care organisations over several months. Fifty-six community healthcare workers took part in the trial in small groups. There were 46 females and 10 males with a median age of 45-54 years. For each group a series of four communication skills workshops were given. Measurements of perceived aggression and wellbeing were taken before the workshops, at the end of the workshops, one month after and two months after. Results show statistically significant reductions in perceived aggression one and two months after baseline measures (pcommunication skills training programme is both enjoyable and shows decreases in perceived aggression, distress, and increases in general mental wellness. A full RCT of this intervention is warranted. Copyright © 2014 Elsevier Ltd. All rights reserved.

  18. A Comparison of MBA Students' and Employers' Perceptions of the Value of Oral Communication Skills for Employment.

    Science.gov (United States)

    Ulinski, Michael; O'Callaghan, Susanne

    2002-01-01

    Responses from 29 native and 71 nonnative English-speaking business students were compared with employers' ranking of oral communication skills. Both groups rated listening and conversation highly. Native speakers ranked following instructions and listening much higher than did nonnative speakers. Work experience, age, and gender contributed to…

  19. Patient-centredness from education to practice: the 'lived' impact of communication skills training.

    Science.gov (United States)

    Bombeke, Katrien; Symons, Linda; Vermeire, Etienne; Debaene, Luc; Schol, Sandrina; De Winter, Benedicte; Van Royen, Paul

    2012-01-01

    Although communication skills training (CST) enhances patient-centred skills and attitudes, the literature indicates a problematic transfer of these from education into practice. We explored 'lived' experiences of medical students and doctors to gain a better understanding of the impact of CST on patient-centredness in the transition to real practice. From a phenomenological perspective, we conducted 15 interviews and 11 focus groups with 4-9 participants/group (n = 67) at two universities and carried out constant comparative analysis. The gap between education and practice is the central phenomenon. Although CST raises students' communication awareness and self-efficacy in an 'ideal' context, this paradoxically seems to jeopardize their ability to bridge the gulf. In addition, CST does not come to grips with students' attitudes. However, CST appears to be successful in equipping students with long-lasting 'handles'. Yet students need more support to mould the provided 'ideal' models into their own unique style of context-specific patient-centred behaviour. This implies: raising students' awareness of own attitudes and communication styles, offering a more realistic training ground, integrating CST with clinical experience and translating the primary-care-rooted concept of patient-centredness into various specialization contexts. CST could raise its impact by supporting students' recycling processes towards a personal style of context-sensitive patient-centredness.

  20. Communication

    NARCIS (Netherlands)

    Sigafoos, J.; Lancioni, G.E.; O'Reilly, M.F.; Lang, R.; Singh, N.N.; Didden, H.C.M.; Green, V.A.; Marschik, P.B.

    2016-01-01

    Communication disorders are common among people with intellectual disabilities. Consequently, enhancing the communication skills of such individuals is a major intervention priority. This chapter reviews the nature and prevalence of the speech, language, and communication problems associated with

  1. A Study on Tourism Students' Communication Skills: Afyon Kocatepe University Example

    Directory of Open Access Journals (Sweden)

    Elbeyi PELİT

    2015-12-01

    Full Text Available Today, as in every business, human resources is also very important in the labor intensive tourism sector. Providing and improving communication skills of tourism students who continue their vocational training is an important issue in the educational process. In this context, determining communication skills of the people in this process is important. The purpose of this research is to determine the graduate-level tourism students' communication skills. In this context, this research was carried out to the undergraduate level students studying at Afyon Kocatepe University Faculty of Tourism on 2014-2015 academic year spring semester. Survey method was used as a data collection method and 345 students participated to the research. According to the results of the study, students' communication skills were found to be generally high. Also according to the findings, female students have higher communication skills than male students

  2. Teaching Job Search Written and Oral Communication Skills through an Integrated Approach

    Science.gov (United States)

    Addams, Lon; Woodbury, Denise

    2009-01-01

    Business educators understand the value of improving students' written and oral communication skills. However, too often assignments used to develop these important skills are taught in isolation. The purpose of this article is to enhance a student's written and oral skills by integrating all aspects of the job search written documents and…

  3. Developing Communication Management Skills: Integrated Assessment and Reflection in an Experiential Learning Context

    Science.gov (United States)

    Cyphert, Dale; Dodge, Elena Nefedova; Duclos (Wilson), Leslie K.

    2016-01-01

    The value of experiential learning is widely acknowledged, especially for the development of communication skills, but students are not always aware of their own learning. While we can observe students practicing targeted skills during the experiential activity, the experience can also color their explicit understanding of those skills. Transfer…

  4. Randomized comparative trial of a social cognitive skills group for children with autism spectrum disorder.

    Science.gov (United States)

    Soorya, Latha V; Siper, Paige M; Beck, Todd; Soffes, Sarah; Halpern, Danielle; Gorenstein, Michelle; Kolevzon, Alexander; Buxbaum, Joseph; Wang, A Ting

    2015-03-01

    This study evaluated the efficacy of a targeted social skills training group in school-aged children with autism spectrum disorder (ASD). The intervention, Seaver-NETT (Nonverbal communication, Emotion recognition, and Theory of mind Training), is a 12-session cognitive-behavioral intervention (CBI) for verbal, school-aged children targeting ASD-specific social behavioral impairments. Sixty-nine children with ASD, 8 to 11 years of age, with verbal IQs greater than 70, participated in a randomized comparative trial to examine the efficacy of NETT relative to a facilitated play group. Treatment outcomes included caregiver reports of social behavior and neuropsychological assessments of social cognition conducted by blinded raters. Outcomes were collected at baseline, endpoint, and 3 months posttreatment. Significant improvements were found on social behavior outcomes such as nonverbal communication, empathic responding, and social relations in the NETT condition relative to the active control at endpoint. Verbal IQ moderated the interaction effect on social behavior, with higher verbal IQ associated with improvements in the CBI condition. No significant improvements were found on social cognitive outcomes. No significant group differences were found at 3-month follow-up conducted with approximately half the sample (n = 34). These data indicate that targeted CBI social skills groups such as NETT improve social communication deficits in verbal, school-aged children with ASD. The moderating effects of high verbal IQ suggest a need to consider participant and treatment characteristics associated with outcomes in future studies. Clinical trial registration information-Neural and Behavioral Outcomes of Social Skills Groups in Children With Autism Spectrum Disorder; https://clinicaltrials.gov; NCT01190917. Copyright © 2015 American Academy of Child and Adolescent Psychiatry. Published by Elsevier Inc. All rights reserved.

  5. Person-centred communication: design, implementation and evaluation of a communication skills module or undergraduate nursing students - an Irish context.

    Science.gov (United States)

    McCarthy, Bridie; O'Donovan, Moira; Twomey, Angela

    2008-02-01

    Despite wide agreement about the importance of effective communication in nursing there is continuing evidence of the need for nurses to improve their communication skills. Consequently, there is a growing demand for more therapeutic and person-centred communication courses. Studies on communication education reveal considerable variability on the design and operationalisation of these programmes. Additionally, the literature highlights that nurse educators are continually challenged with developing and implementing these programmes. Communication skills are generally taught in years one and two of undergraduate nursing degree programmes. This is a stage when students have minimal contact with patients and clients. We suggest that a communication skills module should be included in all final years of undergraduate nursing programmes. With an array of clinical experiences to draw from, final year nursing students are better placed to apply the skills of effective communication in practice. In this paper, we present the design, implementation and evaluation of an advanced communication skills module undertaken by fourth year undergraduate nursing students completing a Bachelor of Science (BSc) degree - nursing programme at one university in the Republic of Ireland.

  6. Secure Group Communications for Large Dynamic Multicast Group

    Institute of Scientific and Technical Information of China (English)

    Liu Jing; Zhou Mingtian

    2003-01-01

    As the major problem in multicast security, the group key management has been the focus of research But few results are satisfactory. In this paper, the problems of group key management and access control for large dynamic multicast group have been researched and a solution based on SubGroup Secure Controllers (SGSCs) is presented, which solves many problems in IOLUS system and WGL scheme.

  7. Innovative curriculum for second-year Harvard-MIT medical students: practicing communication skills with volunteer patients giving immediate feedback.

    Science.gov (United States)

    Ali, Nadaa B; Pelletier, Stephen R; Shields, Helen M

    2017-01-01

    Medical students are expected to develop excellent communication skills. The purpose of our study was to create an innovative communication skills exercise using real volunteer patients and physician co-teachers for students to practice communication skills while receiving immediate feedback. This is a mixed methods study where second-year medical students participated in the communication skills exercise with real patients and physician co-teachers giving immediate feedback. Clinical scenarios reflected the patients' actual experiences. Students acted out roles as physicians. Physicians co-taught with the patients and gave immediate feedback to students. Students completed an anonymous written survey at the end of the exercise. Qualitative and quantitative responses were recorded. Student feedback from the 2014 surveys was used to modify the teaching designs to increase active role play opportunities by having only two students in each group and doubling the number of stations with real patients. Students rated the overall exercise and the utility of patient volunteers in learning how to communicate on a Likert scale of 1-5, where in this medical school traditionally 1 is excellent and 5 is poor. In 2014, the exercises were rated with a mean score of 1.47 (SD 0.621). In 2015, the exercises were rated with a mean score of 1.03 (SD 0.62). In 2016, the exercises were rated with a mean score of 1.27 (SD 0.52). ANOVA analysis (p=0.002) and Bonferroni corrections indicate a statistically significant difference between combined mean scores of the exercise in 2014 and 2015 (p=0.001). No difference was shown between 2014 and 2016 or 2015 and 2016. Medical students rated practicing communication skills with real patient volunteers and physician co-teachers giving immediate feedback in their preclinical years very highly. Student feedback indicated that they preferred active roles and increased opportunities to practice their communication skills.

  8. Improving medical student intensive care unit communication skills: a novel educational initiative using standardized family members.

    Science.gov (United States)

    Lorin, Scott; Rho, Lisa; Wisnivesky, Juan P; Nierman, David M

    2006-09-01

    To determine whether intensive care unit (ICU) communication skills of fourth-year medical students could be improved by an educational intervention using a standardized family member. Prospective study conducted from August 2003 to May 2004. Tertiary care university teaching hospital. All fourth-year students were eligible to participate during their mandatory four-week critical care medicine clerkship. The educational intervention focused on the initial meeting with the family member of an ICU patient and included formal teaching of a communication framework followed by a practice session with an actor playing the role of a standardized family member of a fictional patient. At the beginning of the critical care medicine rotation, the intervention group received the educational session, whereas students in the control group did not. At the end of each critical care medicine rotation, all students interacted with a different standardized family member portraying a different fictional scenario. Sessions were videotaped and were scored by an investigator blinded to treatment assignment using a standardized grading tool across four domains: a) introduction; b) gathering information; c) imparting information; and d) setting goals and expectations. A total of 106 (97% of eligible) medical students agreed to participate in the study. The total mean score as well as the scores for the gathering information, imparting information, setting goals, and expectations domains for the intervention group were significantly higher than for the control group (p communication skills of fourth-year medical students can be improved by teaching and then practicing a framework for an initial ICU communication episode with a standardized family member.

  9. Communication skills training for healthcare professionals working with people who have cancer.

    Science.gov (United States)

    Moore, Philippa M; Rivera Mercado, Solange; Grez Artigues, Mónica; Lawrie, Theresa A

    2013-03-28

    data, we used standardised mean differences (SMDs). We included 15 RCTs (42 records), conducted mainly in outpatient settings. Eleven studies compared CST with no CST intervention, three studies compared the effect of a follow-up CST intervention after initial CST training, and one study compared two types of CST. The types of CST courses evaluated in these trials were diverse. Study participants included oncologists (six studies), residents (one study) other doctors (one study), nurses (six studies) and a mixed team of HCPs (one study). Overall, 1147 HCPs participated (536 doctors, 522 nurses and 80 mixed HCPs).Ten studies contributed data to the meta-analyses. HCPs in the CST group were statistically significantly more likely to use open questions in the post-intervention interviews than the control group (five studies, 679 participant interviews; P = 0.04, I² = 65%) and more likely to show empathy towards patients (six studies, 727 participant interviews; P = 0.004, I² = 0%); we considered this evidence to be of moderate and high quality, respectively. Doctors and nurses did not perform statistically significantly differently for any HCP outcomes.There were no statistically significant differences in the other HCP communication skills except for the subgroup of participant interviews with simulated patients, where the intervention group was significantly less likely to present 'facts only' compared with the control group (four studies, 344 participant interviews; P = 0.01, I² = 70%).There were no significant differences between the groups with regard to outcomes assessing HCP 'burnout', patient satisfaction or patient perception of the HCPs communication skills. Patients in the control group experienced a greater reduction in mean anxiety scores in a meta-analyses of two studies (169 participant interviews; P = 0.02; I² = 8%); we considered this evidence to be of a very low quality. Various CST courses appear to be effective in improving some types of HCP

  10. Factors associated with pharmacy students' attitudes towards learning communication skills - A study among Nordic pharmacy students.

    Science.gov (United States)

    Svensberg, Karin; Brandlistuen, Ragnhild Eek; Björnsdottir, Ingunn; Sporrong, Sofia Kälvemark

    2017-03-28

    Good communication skills are essential for pharmacy students to help patients with their medicines. Students' attitudes towards communication skills learning will influence their willingness to engage in communication training, and their skills when dealing with patients later on in their professional life. The aim of this study was to explore Nordic pharmacy students' attitudes to communication skills learning, and the associations between those attitudes and various student characteristics. A cross-sectional questionnaire-based study was conducted in 11 Nordic pharmacy schools between April 2015 and January 2016. The overall response rate for the final study population was 77% (367 out of 479 students). Pharmacy students who had fulfilled all mandatory communication training and most of their pharmacy practical experience periods were included. The communication skills attitudes scale was the main outcome. Linear regression models were fitted with the outcome variable and various student characteristics as the predictors, using generalized estimating equations to account for clustering within pharmacy schools. Nordic pharmacy students in general have moderately positive attitudes towards learning communication skills. Positive attitudes towards learning communication skills among pharmacy students were associated with being female (βadjusted 0.42, 95% CI 0.20 to 0.63, p communication skills improvement (βadjusted 0.50, 95% CI 0.30 to 0.71, pcommunication skills are not the result of personality (βadjusted -0.24, 95% CI -0.44 to -0.04, p=0.017). The study provides important information for faculty members responsible for curriculum improvements and teachers to refine their teaching of communication skills. From this, the teaching can be better tailored to suit different students. The students' chances of being able to effectively help patients in the future will be increased by that. Copyright © 2017 Elsevier Inc. All rights reserved.

  11. Elderly and ICT – communication skills and quality of life

    Directory of Open Access Journals (Sweden)

    Rui Neves

    2011-09-01

    Full Text Available Objectives: Determine whether the Internet use and, more specifically, its communication tools, can contribute to a senior e-inclusion and the life quality improvement as well as expose a process of digital literacy for elderly. Method: It was taught a computer course to a 14 elderly group. The means used in this investigation were 2 surveys (initial and final, as well a direct and participant observation. The data were analyzed quantitatively and qualitatively. Results: The investigation revealed that the use of computers and the Internet reduces loneliness, increases access to information, as well as the frequency of communication between family members and friends. Consequently, the quality of life of older people increases. Conclusions: The use of ICT gives the elderly more autonomy, greater well-being and social integration and, therefore, higher rate of happiness.

  12. Veterinarian-Client Communication Skills: Current State, Relevance, and Opportunities for Improvement.

    Science.gov (United States)

    McDermott, Michael P; Tischler, Victoria A; Cobb, Malcolm A; Robbé, Iain J; Dean, Rachel S

    2015-01-01

    Communication is increasingly recognized as a core skill for veterinary practitioners, and in recent years, attention to communication competency and skills training has increased. To gain an up-to-date assessment of the current state of veterinary communication skills and training, we conducted a survey among veterinary practitioners in the United Kingdom and United States in 2012/2013. The questionnaire was used to assess the current state, relevance, and adequacy of veterinary communication skills among veterinary practitioners, to assess interest in further training, and to understand perceived challenges in communicating with clients. There was an overall response rate of 29.6% (1,774 of 6,000 recipients), with a higher response rate for UK-based practitioners (39.7%) than practitioners in the US (19.5%). Ninety-eight percent of respondents agreed that communication skills were as important as or more important than clinical knowledge. Forty-one percent of respondents had received formal veterinary communication skills training during veterinary school, and 47% had received training post-graduation. Thirty-five percent said their veterinary communication skills training during veterinary school prepared them well or very well for communicating with clients about the health of their pets, compared to 61% of those receiving post-graduate training. Forty percent said they would be interested in further veterinary communication skills training, with the preferred methods being simulated consultations and online training. While there has been increased emphasis on communication skills training during and after veterinary school, there is a need for more relevant and accessible training.

  13. A comparison of medical students', residents' and tutors' attitudes towards communication skills learning.

    Science.gov (United States)

    Molinuevo, Beatriz; Aradilla-Herrero, Amor; Nolla, Maria; Clèries, Xavier

    2016-01-01

    The consensus about the importance of communication skills in patient-care does not guarantee that students and faculty perceive the usefulness of these skills. This study evaluated and compared medical students', residents' and tutors' attitudes towards learning communication skills, and examined the association with gender and year of residency. We conducted a cross-sectional survey with 492 participants (282 second-year students, 131 residents and 79 tutors). They completed the Communication Skills Attitude Scale (CSAS) and demographic/educational information. In general, participants showed positive attitudes towards learning communication skills. Medical students, residents and tutors did not differ on the Positive Attitudes Scale (CSAS-PAS). Residents scored higher than medical students on the Negative Attitudes Scale (CSAS-NAS) (P communication skills an essential component for clinical practice and they agree about the need to learn these communication skills. Attention should be paid to measuring attitudes at all three levels of medical education in the design of communication skills courses.

  14. Reflections on learning and enhancing communication skills through community engagement: a student perspective.

    Science.gov (United States)

    Hanks, S; Marples, C; Wall, E

    2016-07-22

    Students in Peninsula School of Dentistry (PSD), Plymouth, undertake community engagement projects during the first two years of their undergraduate curriculum. These projects involve interaction with a variety of specific community groups and the planning and delivery of an appropriate and meaningful oral health intervention. Many of the project outcomes are based on enhancing communication skills and encouraging students to transfer these into their patient treatment sessions. This report draws on the experience of students who undertook two specific projects to demonstrate how they feel this is achieved.

  15. A Web-Based Telehealth Training Platform Incorporating Automated Nonverbal Behavior Feedback for Teaching Communication Skills to Medical Students: A Randomized Crossover Study

    Science.gov (United States)

    2016-01-01

    Background In the interests of patient health outcomes, it is important for medical students to develop clinical communication skills. We previously proposed a telehealth communication skills training platform (EQClinic) with automated nonverbal behavior feedback for medical students, and it was able to improve medical students’ awareness of their nonverbal communication. Objective This study aimed to evaluate the effectiveness of EQClinic to improve clinical communication skills of medical students. Methods We conducted a 2-group randomized crossover trial between February and June 2016. Participants were second-year medical students enrolled in a clinical communication skills course at an Australian university. Students were randomly allocated to complete online EQClinic training during weeks 1–5 (group A) or to complete EQClinic training during weeks 8–11 (group B). EQClinic delivered an automated visual presentation of students’ nonverbal behavior coupled with human feedback from a standardized patient (SP). All students were offered two opportunities to complete face-to-face consultations with SPs. The two face-to-face consultations were conducted in weeks 6–7 and 12–13 for both groups, and were rated by tutors who were blinded to group allocation. Student-Patient Observed Communication Assessment (SOCA) was collected by blinded assessors (n=28) at 2 time points and also by an SP (n=83). Tutor-rated clinical communications skill in face-to-face consultations was the primary outcome and was assessed with the SOCA. We used t tests to examine the students’ performance during face-to-face consultations pre- and postexposure to EQClinic. Results We randomly allocated 268 medical students to the 2 groups (group A: n=133; group B: n=135). SOCA communication skills measures (score range 4–16) from the first face-to-face consultation were significantly higher for students in group A who had completed EQClinic training and reviewed the nonverbal behavior

  16. A Web-Based Telehealth Training Platform Incorporating Automated Nonverbal Behavior Feedback for Teaching Communication Skills to Medical Students: A Randomized Crossover Study.

    Science.gov (United States)

    Liu, Chunfeng; Lim, Renee L; McCabe, Kathryn L; Taylor, Silas; Calvo, Rafael A

    2016-09-12

    In the interests of patient health outcomes, it is important for medical students to develop clinical communication skills. We previously proposed a telehealth communication skills training platform (EQClinic) with automated nonverbal behavior feedback for medical students, and it was able to improve medical students' awareness of their nonverbal communication. This study aimed to evaluate the effectiveness of EQClinic to improve clinical communication skills of medical students. We conducted a 2-group randomized crossover trial between February and June 2016. Participants were second-year medical students enrolled in a clinical communication skills course at an Australian university. Students were randomly allocated to complete online EQClinic training during weeks 1-5 (group A) or to complete EQClinic training during weeks 8-11 (group B). EQClinic delivered an automated visual presentation of students' nonverbal behavior coupled with human feedback from a standardized patient (SP). All students were offered two opportunities to complete face-to-face consultations with SPs. The two face-to-face consultations were conducted in weeks 6-7 and 12-13 for both groups, and were rated by tutors who were blinded to group allocation. Student-Patient Observed Communication Assessment (SOCA) was collected by blinded assessors (n=28) at 2 time points and also by an SP (n=83). Tutor-rated clinical communications skill in face-to-face consultations was the primary outcome and was assessed with the SOCA. We used t tests to examine the students' performance during face-to-face consultations pre- and postexposure to EQClinic. We randomly allocated 268 medical students to the 2 groups (group A: n=133; group B: n=135). SOCA communication skills measures (score range 4-16) from the first face-to-face consultation were significantly higher for students in group A who had completed EQClinic training and reviewed the nonverbal behavior feedback, compared with group B, who had completed

  17. Impact of Communication Competency Training on Nursing Students' Self-advocacy Skills.

    Science.gov (United States)

    Doherty, Christi; Landry, Heidi; Pate, Barbara; Reid, Helen

    2016-01-01

    Deficiencies in nursing students' communication skills need to be addressed for students to influence and skillfully collaborate in crucial patient and self-advocacy conversations. This study evaluated the effectiveness of a communication competency educational program for nursing students (N = 61). A paired-sample t test determined that there was a statistical significance from pre to post intervention, indicating the importance of communication competency education for nursing students' ability to advocate for themselves and their patients.

  18. A qualitative study to explore communication skills in veterinary medical education.

    Science.gov (United States)

    Hamood, Wendy J; Chur-Hansen, Anna; McArthur, Michelle L

    2014-10-11

    To explore and gain an understanding of what "clinical communication skills" mean to veterinarians working in private practice and what implications this might have for veterinary medical education. Qualitative research methods were used to purposefully sample a range of veterinary practitioners from a pool of South Australian veterinary practices who were interviewed to determine their understanding of what communication skills mean in the context of veterinary practice. Interviews were conducted with fourteen veterinary practitioners. Participants were sampled from a range of ages, veterinary schools of graduation plus urban and rural locations. Interview transcripts were analysed for themes, definitions and contexts. Participants' accounts included a number of skills which they considered to be "communication". Some of the definitions of these skills parallel communication skills and competencies for human medicine on which communication skills training incorporated into veterinary curricula to date have largely been based. However, the veterinarians in this study also raised interesting contextual differences unique to the veterinary profession, such as communication with the animal, selling service, discussing money in relation to decisions for care, and communicating about euthanasia. Veterinary practitioners require high level communication skills. Education and training in veterinary medicine may be better tailored to reflect the unique context of the veterinary profession.

  19. A comparison of the cooperative learning and traditional learning methods in theory classes on nursing students' communication skill with patients at clinical settings.

    Science.gov (United States)

    Baghcheghi, Nayereh; Koohestani, Hamid Reza; Rezaei, Koresh

    2011-11-01

    The purpose of this study was to compare the effect of traditional learning and cooperative learning methods on nursing students' communication skill with patients. This was an experimental study in which 34 nursing students in their 2nd semester of program participated. They were divided randomly into two groups, a control group who were taught their medical/surgical nursing course by traditional learning method and an experimental group, who were taught the same material using cooperative learning method. Before and after the teaching intervention, the students' communication skills with patients at clinical settings were examined. The results showed that no significant difference between the two groups in students' communication skills scores before the teaching intervention, but did show a significant difference between the two groups in the interaction skills and problem follow up sub-scales scores after the teaching intervention. This study provides evidence that cooperative learning is an effective method for improving and increasing communication skills of nursing students especially in interactive skills and follow up the problems sub-scale, thereby it is recommended to increase nursing students' participation in arguments by applying active teaching methods which can provide the opportunity for increased communication skills.

  20. Teaching communication skills to hospice teams: comparing the effectiveness of a communication skills laboratory with in-person, second life, and phone role-playing.

    Science.gov (United States)

    Hamilton, Gillian; Ortega, Rosio; Hochstetler, Vicki; Pierson, Kristen; Lin, Peiyi; Lowes, Susan

    2014-09-01

    Communication skills are critical in hospice care but challenging to teach. Therefore, a hospice agency developed a communication skills laboratory for nurses and social workers. Learners role-played 3 common hospice scenarios. The role-play modalities were in-person, Second Life, and telephone. Learners were scored on 4 communication aspects. Learners in all modalities rated the laboratory as very effective. However, learners in the Second Life and phone modality showed greater improvements from scene 1 to 3 than those in the in-person modality. There were no significant differences in improvement between the Second Life and phone modalities. Results support the effectiveness of this communication skills laboratory while using different teaching modalities and show phone and Second Life role-plays were more effective than an in-person role-play. © The Author(s) 2013.