scholarly journals Teaching Medical Students How to Ask Older Adults What Matters Using Simulated Patients

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 582-582
Author(s):  
Laurin Mack ◽  
Jamie Cvengros ◽  
Erin Emery-Tiburcio
Keyword(s):  
Older Adults ◽  
Medical Students ◽  
Communication Skills ◽  
Clinical Skills ◽  
Clinical Care ◽  
Simulated Patients ◽  
Clinical Skills Assessment ◽  
Medical Needs ◽  
Skills Lab ◽  
What Matters

Abstract It is vital the workforce is prepared to meet the medical needs of our aging population. Asking older adults What Matters is an important aspect of excellence in clinical care. During a small group session in a two-year communication skills course, second year medical students (N=149) at Rush were taught how to ask What Matters as part of the 4Ms. Students then completed a video recorded Communication Skills Lab with a simulated older adult patient as they practiced how to discuss What Matters. Students then met with their instructors in individual feedback sessions to review the video and discuss strengths and areas for improvement in communicating with older adults. Students then completed a Clinical Skills Assessment for formal testing of their communication skills with older adults. Outcomes of the summative assessment will be presented and recommendations for integrating 4Ms into existing medical school and allied health curriculum will be discussed.

scholarly journals It takes two to tango

2018 ◽  
Vol 12 (1) ◽  
pp. 18-22 ◽  
Author(s):  
Bernard R Moss ◽  
Sheila Moss
Keyword(s):  
Communication Skills ◽  
Clinical Skills ◽  
Simulated Patients ◽  
Skills Assessment ◽  
Improve Performance ◽  
Clinical Skills Assessment ◽  
Exam Preparation

This article explores ways in which simulated patients (SPs) can help with preparation for the Clinical Skills Assessment (CSA) of the MRCGP exam by sharpening up communication skills, keeping patients safe and making the most of the 10 minutes allotted. However, for this to work, candidates need to take the process seriously and appreciate the care and attention given by SPs to enhance learning and understanding in exam preparation. The article concludes with some useful hints and tips to improve performance in the CSA.

Metadiscourse, materiality and morality in communication skills training with simulated patients

2021 ◽  
Vol 16 (3) ◽  
Author(s):  
Grace Peters
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Communication Skills ◽  
Clinical Skills ◽  
Standardized Patients ◽  
Skills Training ◽  
The United States ◽  
Simulated Patient ◽  
Simulated Patients ◽  
Communication Skills Training

Simulated patients (also known as standardized patients) are commonly employed by institutions of medical education to train medical students and assess their communication skills. This article demonstrates that such patients are not translational devices that enact prima facie standards of communication skills as laid out by the institutions that use them, but rather metadiscursively transform communication practices. This is shown via a case study that closely examines a series of interactions between a simulated patient and a third-year medical student during a practice exam designed for the United States Medical Licensing Examination Step 2 Clinical Skills. I use discourse analysis to show how communication skills are transformed in three practices: (1) simulated consultations between standardized patients and medical students; (2) spoken evaluations offered by standardized patients after simulated consultations between standardized patients and medical students; and (3) written evaluations offered by standardized patients in assessment forms. In particular, by attending to how a simulated patient makes the act of draping the patient a relevant communication skill, I explicate the material elements and moral implications of clinical communication. Finally, I consider the instructive role simulated patients play in medical education and how their standards build on and often stand in contrast to communication skills techniques. I conclude by making practical suggestions for communication skills training with simulated patients in medical education.

Teleoncology: Assessing online communication skills of millennial medical students.

2021 ◽  
Vol 39 (15_suppl) ◽  
pp. e13616-e13616
Author(s):  
Ernesto Gil Deza ◽  
Lourdes Gil Deza ◽  
Mariana Abal ◽  
Marta Dragosky ◽  
Claudia Lorena Acuna ◽  
...  
Keyword(s):  
Medical Students ◽  
Communication Skills ◽  
Communication Channel ◽  
Student Assessment ◽  
Online Communication ◽  
Previous Experience ◽  
Simulated Patients ◽  
Alternative Communication ◽  
Patient Understanding ◽  
Network Connection

e13616 Background: COVID-19 posed new challenges in patient care and led to an increase in teleoncology. This paper analyzes telemedicine communication skills of millennial medical students of the postgraduate program of Clinical Oncology at Universidad del Salvador, Buenos Aires. Methods: Student assessment was based on a video call interaction with simulated patients in two stations (30 minutes each) of the Virtual Observational Standard Clinical Examination (V-OSCE), implemented in November 2020. Students received virtual communication guidelines and participated in training sessions to use the video call platform. All interactions were recorded. Assessment items (Table). Results: A total of 25 students were evaluated: 1 (4%) was ineligible due to network connection issues; 24 (96%) participated in both interactions. We analyzed 48 interactions in total. Opening: 6/48 interactions completed all five required items. Most recurring problems: not checking for patient’s previous experience with teleoncology (37/48) and not providing an alternative communication channel in case of technical difficulties (40/48). Middle: the results were similar to in-person interaction observed in previous exams, 35/48 interactions completed all required items. End: 16/48 interactions completed both items. In 32/48 the student did not check for patient understanding of the information provided. Only 3/48 interactions completed all 12 items. Conclusions: A) The V-OSCE is a useful tool to practice and evaluate teleoncology communication skills. B) The Middle Moment of the interactions was similar to an in-person interaction. However, the Opening and End of the interview were more challenging. The most critical struggles being: checking for patient’s previous experience in teleoncology, providing an alternative communication channel in case of technical difficulties and checking for patient understanding. C) COVID-19 established new forms of communication that are likely to remain even after the pandemic has ended. It is important to address this demand for online communication skills in medical education curricula.[Table: see text]

The Effectiveness of Social Media Use as a Supplement Media of Clinical Skills Lab Learning for Undergraduate Medical Students in Low- and Middle-Income Countries during COVID-19 (Preprint)

2021 ◽  
Author(s):  
Zahira Noor Fathiyya ◽  
Muhammad Reza Utama ◽  
Yelvi Levani ◽  
Yuli Wahyu Rahmawati
Keyword(s):  
Systematic Review ◽  
Social Media ◽  
Medical Education ◽  
Medical Students ◽  
Clinical Skills ◽  
Learning Method ◽  
Undergraduate Medical Students ◽  
Middle Income ◽  
Middle Income Countries ◽  
Skills Lab

BACKGROUND Before COVID-19, it was recommended that medical education be conducted using the blended learning method in order to achieve an effective learning experience. However, it seems that distance learning is currently the best alternative to the previous learning method. Clinical skills lab activities, which are one of the learning methods in medical education, must adapt because they cannot be administered in-person. Social media has been proven giving a potential to supplement formal medical education for undergraduate student. OBJECTIVE This systematic review aims to examine the effectiveness of media social use as a supplement for clinical skills lab learning on undergraduate medical students in low- and middle-income countries (LMIC) during the COVID-19 pandemic. METHODS We designed a protocol for creating a systematic review on the effectiveness of social media as a supplement media in clinical skills lab learning for undergraduate medical students in LMIC during COVID-19. We will be extracting information from appropriate sources online obtained from journal websites’ databases guided by the PRISMA-S checklist in accordance with the research problem. The included sources include randomized controlled trials, systematic review, and meta-analysis published between 2020-2021. RESULTS This manuscript is still a protocol and has not been implemented. CONCLUSIONS In this systematic review, we will discuss the effectiveness of social media as a clinical skills lab learning for undergraduate medical students in LMIC during the COVID-19 pandemic.

scholarly journals Revitalization of clinical skills training at the University of the Western Cape

Curationis ◽  
2010 ◽  
Vol 33 (2) ◽  
Author(s):  
J.D. Jeggels ◽  
A. Traut ◽  
M. Kwast
Keyword(s):  
Experiential Learning ◽  
Clinical Skills ◽  
Skills Training ◽  
Simulated Patients ◽  
First Year ◽  
Western Cape ◽  
Clinical Supervisors ◽  
Clinical Skills Training ◽  
Skills Lab ◽  
Case Based

Most educational institutions that offer health related qualifications make use of clinical skills laboratories. These spaces are generally used for the demonstration and assessment of clinical skills. The purpose of this paper is to share our experiences related to the revitalization of skills training by introducing the skills lab method at the School of Nursing (SoN), University of the Western Cape (UWC). To accommodate the contextual changes as a result of the restructuring of the higher education landscape in 2003, the clinical skills training programme at UWC had to be reviewed. With a dramatic increase in the student numbers and a reduction in hospital beds, the skills lab method provided students with an opportunity to develop clinical skills prior to their placement in real service settings. The design phase centred on adopting a skills training methodology that articulates with the case-based approach used by the SoN. Kolb’s, experiential learning cycle provided the theoretical underpinning for the methodology. The planning phase was spent on the development of resources. Eight staff members were trained by our international higher education collaborators who also facilitated the training of clinical supervisors and simulated patients. The physical space had to be redesigned to accommodate audio visual and information technology to support the phases of the skills lab method. The implementation of the skills lab method was phased in from the first-year level. An interactive seminar held after the first year of implementation provided feedback from all the role players and was mostly positive. The results of introducing the skills lab method include: a move by students towards self-directed clinical skills development, clinical supervisors adopting the role of facilitators of learning and experiential clinical learning being based on, amongst others, the students’ engagement with simulated patients. Finally, the recommendations relate to tailor-making clinical skills training by using various aspects of teaching and learning principles, i.e. case-based teaching, experiential learning and the skills lab method.

Effect of adolescent and young adult cancer placements on advanced communication skills.

2020 ◽  
Vol 38 (15_suppl) ◽  
pp. e24182-e24182
Author(s):  
Helen Hatcher ◽  
Cameron Magrath ◽  
Debbie Critoph Hatcher
Keyword(s):  
Young Adult ◽  
Medical Students ◽  
Experiential Learning ◽  
Communication Skills ◽  
Learning Experience ◽  
Adolescent And Young Adult ◽  
Simulated Patients ◽  
Severe Illness ◽  
Clinical Communication ◽  
Young Adult Cancer

e24182 Background: Communication with adolescent and young adult cancer (AYA) patients and their families can be challenging and requires extensive skills, often developed over time. Medical students can be afraid to encounter such challenges and treating teams can be protective of these vulnerable patients. Therefore, medical students can have little contact and experience communicating with AYA putting them at a disadvantage. We have developed a special study module (SSM) for students with the AYA multi-disciplinary team to promote student awareness of the unique challenges of communicating with AYA patients and provide essential skills for later practice. We present the findings from the first year of this module. Methods: Students at the University of Cambridge were offered a 6-week placement with the AYA cancer service. This involved shadowing members of the multi-professional cancer team and time on the AYA ward to talk with patients and their families in order to practice triadic communication skills. Mid-placement, an experiential learning experience with simulated patients focused on triadic interviews was also offered in line with our local clinical communication skills courses. After the module students were questioned about how they felt this had affected their practice and knowledge of communicating with AYA with cancer. Results: 12 students enrolled for the SSM over the year. All students found the placement widened their communication skills as well as their knowledge of AYA cancers and treatments. 4 main areas of learning were evident. 1.The problems faced by AYA patients as they try to establishing independent adult identities in the midst of severe illness or at the end of life and the implications for the triadic interview. 2. Information sharing during patient denial. 3. The AYA perspective: desire for control and their difficulty of communicating. 4.Challenges of communicating well in emotionally-charged situations. Conclusions: Experiential learning during the placement highlighted techniques for balancing both patient and parental involvement during consultations to maximise efficacy of information gathering. AYA cancer placements provide opportunities to develop advanced communication skills and can be augmented with experiential learning.

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