Effects of formal training in communication skills on the ability of veterinary students to communicate with clients

2007 ◽  
Vol 160 (6) ◽  
pp. 181-186 ◽  
Author(s):  
C. E. Latham ◽  
A. Morris
Keyword(s):  
Communication Skills ◽  
Formal Training ◽  
Veterinary Students

Patient cues and medical interviewing in general practice: examples of the application of sequential analysis

2003 ◽  
Vol 12 (2) ◽  
pp. 115-123 ◽  
Author(s):  
Christa Zimmermann ◽  
Lidia Del Piccolo ◽  
Maria Angela Mazzi
Keyword(s):  
Primary Care ◽  
Pattern Recognition ◽  
General Practice ◽  
Communication Skills ◽  
Sequential Analysis ◽  
Formal Training ◽  
Medical Interview ◽  
Medical Interviewing ◽  
Lag Sequential Analysis ◽  
Pattern Recognition Analysis

SUMMARYAims – To illustrate how sequence analysis may be applied to the medical interview to: 1. explore how physicians without formal training in communication skills elicit and respond to patient cues and expression of expectations and opinions; and 2. test the hypothesis that physicians' closed ended questions determine the use of subsequent closed ended questions. Methods – 238 consultations in primary care, coded with the Verona Medical Interview Classification System, were analysed. Lag 1 analysis was applied to study which physician behaviour precedes and follows patient cues. Pattern recognition analysis for five lag sequences was performed to test the occurrence of predefined specific code chains, where a closed and an open ended question were followed either by two closed-ended questions or by two patient facilitating interventions Results – Patients' cue offers were most likely after facilitative interventions, but not after open-ended questions; physicians were most likely to respond to these expressions with facilitation. Physicians' tendency to use closed ended questions increased after previous closed questions and decreased after an open-ended question. Conclusions – Lag sequential analysis and pattern recognition analysis are useful methods to study exploratory and theory driven hypotheses and allow an initial approach to validate the supposed appropriateness of specific physician interventions.Declaration of Interest: none.

scholarly journals 154 Enhancing Communication Between Foundation Doctors and Radiologists

2021 ◽  
Vol 108 (Supplement_2) ◽  
Author(s):  
Y H Chuang ◽  
V Jones ◽  
M Trail ◽  
M Szewczyk-Bieda ◽  
G M Nandwani
Keyword(s):  
Communication Skills ◽  
Teaching Hospital ◽  
Baseline Level ◽  
Patient Management ◽  
Likert Scale ◽  
Formal Training ◽  
Radiological Imaging ◽  
Teaching Session ◽  
Post Graduate ◽  
Before And After

Abstract Introduction Facilitating radiological imaging for patients is an essential task for all Foundation Year (FY) doctors. Achieving competence in this task can expedite patient management. We evaluated the confidence and skills of FYs in facilitating radiological imaging before and after introduction of formal training. Method Surgical FYs working at a teaching hospital were surveyed to evaluate their baseline level of competence in booking and discussing imaging with radiology colleagues. Parameters were measured on a Likert scale, including confidence in discussing requests and satisfaction of their own performance following discussions. Eight radiology consultants were surveyed to evaluate their opinions on FYs’ communication and established areas for improvement. A teaching session was then delivered to improve communication skills. Furthermore, PACCSS poster was introduced to remind the FYs of the salient information required when discussing imaging. Results One month after the intervention, the participants were re-surveyed. This demonstrated a statistically significant improvement in self-reported confidence from 5.3/10 to 7.3/10 (p < 0.001), and in satisfaction of own performance from 5.4/10 to 7.0/10 (p < 0.001). Conclusions We identified deficiencies in surgical FY doctors’ confidence and skills in facilitating radiological imaging. There was a demonstrable benefit with focused training. Inter-specialty communication should be introduced into under- and post-graduate educational curriculum.

scholarly journals Barriers to Communication Skills Assessment and Ways to Overcome Them

2021 ◽  
Vol 1 (3) ◽  
pp. 122-123
Author(s):  
E. Yu. Vasilieva
Keyword(s):  
Communication Skills ◽  
Clinical Training ◽  
Clinical Teaching ◽  
Skills Training ◽  
Skills Assessment ◽  
Formal Training ◽  
Communication Skills Training ◽  
Barriers To Communication ◽  
Barriers To Teaching

Teaching and assessing communication skills requires different approaches from clinical teaching. The challenge is to transform formal training in these skills into a systematic and purposefully organized, organically integrate communication skills training with clinical training. The article discusses barriers to teaching communication skills and ways to overcome them. Possible ways to standardize training and assessment of communication skills and their integration into existing curricula are shown.

scholarly journals Assessment of labor room communication skills among postgraduate students of obstetrics and gynecology

2020 ◽  
Vol 9 (6) ◽  
pp. 2281
Author(s):  
Amit Gupta ◽  
Bharti Gupta ◽  
Ashok Verma ◽  
Chanderdeep Sharma ◽  
Sita Thakur ◽  
...  
Keyword(s):  
Communication Skills ◽  
Online Teaching ◽  
Soft Skills ◽  
Operative Procedure ◽  
Effective Communication ◽  
Attitude Scale ◽  
Formal Training ◽  
Postgraduate Students ◽  
Good Communication ◽  
Patient Interview

Background: “Communication with patients” is an important skill needed for every physician in their clinical practice.  These soft skills are required in dealing with patients at every step which include history taking from the patients, explaining them the diagnosis, the prognosis of the disease with associated complications. Dealing with empathy, taking informed consent, explaining the operative procedure and the complications associated with surgery, the art of breaking bad news are the mandatory skills for a good clinician. Labouring women like other patients also require special attention and empathy. So, the residents working in labor room need commitment to develop these soft skills in order to improve the labor room experience of expectant mothers. Objective of this study was to analyse role of a formal training in labor room communication skills among post graduate students of the department of obstetrics and gynecology.Methods: Faculty and students’ sensitization was done after approval from institutional ‘ethics committee’ for conducting this study. Pre-workshop assessment of residents for communication skills attitude and effective communication was done through ‘communication skill attitude scale’ (CSAS) and ‘GAP-KALAMAZOO scale’. Workshop for communication skills on the framework of Calgary Cambridge patient interview model and online teaching of students through what’s app videos, role-play demonstrations was followed by reassessment of the residents through above used scales.Results: Results depicted both improvements in attitude and effective communication skills among residents. 100% of the students were convinced and opined that good communication skills necessary for perfect clinical practice.Conclusions: The skill to communicate with patients is a fine art and needs to be mastered to be a good clinician. A formal training in effective communication skills is absolutely necessary to bring professionalism in medical practice.

scholarly journals TEOLOGI BIMBINGAN ORANG TUA KRISTEN DAN KOMUNIKASI INTERPERSONAL GURU UNTUK MEMOTIVASI BELAJAR ANAK

2021 ◽  
Vol 4 (2) ◽  
pp. 113-131
Author(s):  
Hasahatan Hutahaean ◽  
Thomas Pandawa Efrata Tarigan ◽  
Januaster Siringoringo ◽  
Mariani Barus
Keyword(s):  
Christian Education ◽  
Interpersonal Communication ◽  
Communication Skills ◽  
Junior High School ◽  
Significant Contribution ◽  
Daily Practice ◽  
Learning Motivation ◽  
Formal Training ◽  
Christian Students ◽  
Parental Guidance

This study aims to determine the existence of meaningful contributions both partially and collectively from the interpersonal communication skills of Christian Education (CE) teachers and parental guidance to the motivation of students' CE learning. The research was conducted at Junior High School GKPI Padang Bulan. The population in this study is all Grade VII Christian students who number 61 people. The results concluded that there is a significant contribution from variable X1 (interpersonal communication skills of CE teachers) to variable Y (motivation to learn CE students). There is a significant contribution from variable X2 (parental guidance) to variable Y (student CE learning motivation). Rhitung value (0.553) (Rtabel value (0.361). The R2 determination value of the correlation calculation is 30.58%, and is meaningful, where things > ttabel (3.51 (1.701). There are contributions together from variable X1 (interpersonal communication skills of PAK teachers) and variable X2 (parental guidance) to variable Y (student PAK learning motivation). Christian education teachers need to encourage communication skills for students and fellow Teachers in various forms of formal and non-formal training in daily practice. Likewise, parents keep an eye on the frame of love in guiding the children god-given to them

scholarly journals Analysis of Final Year Veterinary Students’ Telephone Communication Skills at a Veterinary Teaching Hospital

2018 ◽  
Vol 5 (4) ◽  
pp. 99
Author(s):  
M. Sheats ◽  
Sarah Hammond ◽  
April Kedrowicz
Keyword(s):  
Communication Skills ◽  
Teaching Hospital ◽  
Clinical Skill ◽  
Veterinary Students ◽  
Telephone Communication ◽  
Face To Face ◽  
Reflective Listening ◽  
Discharged Patients ◽  
Client Communication ◽  
The Impact

Client communication is a core clinical skill that is taught as part of the required curriculum at many veterinary colleges. Although much client communication occurs face-to-face, telephone communication is used to provide patient updates, relay results of diagnostic tests, and check on discharged patients. This research explored fourth year veterinary medical students’ telephone communication skills. We recorded and analyzed the transcripts of 25 calls students made to clients of three different services in the Veterinary Teaching Hospital. Additionally, we explored the perspectives of veterinary educators by distributing a survey to university faculty and house officers (n = 57). Results indicate that students excelled at identifying the patient and purpose of the call and incorporating professional language and clear explanations. They require development in providing structure and incorporating core communication skills. Compared with our survey results, the student findings are at odds with clinicians’ expectations of students’ communication abilities. We conclude that additional training is required to familiarize students with expectations regarding telephone communication, including reviewing the case thoroughly, preparing to answer questions and provide explanations, following organizational protocol, and incorporating open ended questions, reflective listening, and empathy. This data will inform design, and help to measure the impact, of telephone communication education and training that will be incorporated into the existing veterinary communication curriculum.

scholarly journals An integrated review of the role of communication in veterinary clinical practice

2020 ◽  
Vol 16 (1) ◽  
Author(s):  
Jack K. H. PUN
Keyword(s):  
Communication Skills ◽  
Communication Training ◽  
Veterinary Science ◽  
Communication Research ◽  
Review Of Literature ◽  
Veterinary Students ◽  
Critical Appraisal Skills ◽  
Keyword Searching ◽  
Veterinary Curriculum

Abstract Background There is a growing interest in exploring the nature of communication in veterinary medicine and understanding how veterinary practitioners communicate with their clients and other professionals. This is the first integrative review of literature on veterinary communication. Applying the PRISMA model, the PubMed, PsychInfo and ERIC databases were searched using keywords such as ‘veterinary’, ‘vet’, ‘communication’ and ‘interaction’ for related articles published between 1 January 2000 and 31 December 2018. Results Keyword searching through the databases yielded 1572 related studies. Only 48 of these studies were included in our analysis after an in-depth review by two independent reviewers using the critical appraisal skills Programme frameworks with high inter-rater reliability (Cohen’s kappa coefficient κ > 0.8). The existing body of research on veterinary communication can be classified into three major areas: (a) client–veterinarian communication, (b) cross-disciplinary communication in a professional veterinarian team and (c) training of veterinary communication skills. This review details the complexity and heterogeneity of agenda in the field of veterinary communication. The included studies indicate that veterinary practitioners are not equipped with specific communication skills to address different agendas in veterinary communication. The veterinary curriculum should include a component on communication training that can help veterinary students acquire necessary communication skills that allow them to effectively communicate with clients and other professionals Conclusion This review detailed the complexity of agendas in the field of veterinary communication. The results indicate that veterinary practitioners can further benefit from training on specific communication skills that address the agendas found in veterinary communication research. Furthermore, the veterinary curriculum should include a component on communication training that equips veterinary students with the necessary communication skills that allow them to effectively communicate with different stakeholders such as clients and colleagues with and across the field of veterinary science.

THE ROLE OF EDUCATION IN THE INTEGRATION PROCESS OF FORCED MIGRANTS

2018 ◽  
Vol 3 ◽  
pp. 225-234
Author(s):  
Valentina Bereznaja-Demidenko ◽  
Edita Štuopytė
Keyword(s):  
Communication Skills ◽  
Emotional State ◽  
Formal Training ◽  
Integration Process ◽  
Training Activities ◽  
Forced Migrants ◽  
Educational Factors

The article deals with educational factors that involve the integration process of forced migrants. Non-formal training of multicultural communication skills is analysing as one of several educational factor of forced migrants’ integration. Moreover there is analyzed how non-formal training activities influence the emotional state and abilities of forced migrants’ minors.  These results are relevant for institutions and communities that face with the multicultural communication every day. The theoretical parts of article contain the analysis of the publications made on the integration of forced migrants and multicultural communication in the integration process of the review. The empirical part of the research present how non-formal training activities influence on minors forced migrants emotional state and their preparation to the integration.

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