scholarly journals Using Gagne’s instructional design to teach communication skills in phlebotomy education through role-play

F1000Research ◽  
2022 ◽  
Vol 11 ◽  
pp. 46
Author(s):  
Amani Y. Owaidah
Keyword(s):  
Instructional Design ◽  
Communication Skills ◽  
Lesson Plan ◽  
Lesson Planning ◽  
Role Play ◽  
Training Session ◽  
Medical Laboratory ◽  
Blood Collection ◽  
Medical Procedure ◽  
Medical Specialties

Background: Phlebotomy is a medical procedure that is performed frequently in the blood collection activities of medical institutions. The procedure involves close interaction with different types of patients—some of whom are cooperative and others, who, for many reasons, are not (for example, patients who have a fear of needles). Blood extraction is an essential skill in several medical specialties, such as in laboratory sciences. Lesson planning in phlebotomy education is mainly focused on procedural skills, and very little attention is given towards teaching communication skills despite the close patient interaction in phlebotomy. In this paper, I propose a lesson plan for teaching communication skills to medical laboratory sciences and nursing students based on Gagne’s instructional design. Methods: The training session included two main parts: training session using Gange’s instructional design and at the end of the session, the participants were surveyed for the effectiveness of the training session. Results: 17 participants were included in the study. Overall, the majority of the participants were highly satisfied with the effectiveness of the training session in teaching communication skills with all seven survey questions receiving a mean score of 4.58 on a Likert scale of 1-5. Conclusion: We demonstrated the effectiveness of Gange’s instructional beyond theoretical lesson planning to teach communication skills through role-play in phlebotomy education.

scholarly journals Mitigating Children’s Pain and Anxiety during Blood Draw Using Social Robots

Electronics ◽  
2021 ◽  
Vol 10 (10) ◽  
pp. 1211
Author(s):  
Matthijs H. J. Smakman ◽  
Koen Smit ◽  
Lotte Buser ◽  
Tom Monshouwer ◽  
Nigel van Putten ◽  
...  
Keyword(s):  
Healthcare Professionals ◽  
Young Patients ◽  
Hospital Setting ◽  
Social Robots ◽  
Social Robot ◽  
Blood Collection ◽  
Medical Procedure ◽  
Blood Draw ◽  
The Social ◽  
Children's Pain

Young pediatric patients who undergo venipuncture or capillary blood sampling often experience high levels of pain and anxiety. This often results in distressed young patients and their parents, increased treatment times, and a higher workload for healthcare professionals. Social robots are a new and promising tool to mitigate children’s pain and anxiety. This study aims to purposefully design and test a social robot for mitigating stress and anxiety during blood draw of children. We first programmed a social robot based on the requirements expressed by experienced healthcare professionals during focus group sessions. Next, we designed a randomized controlled experiment in which the social robot was applied as a distraction method to measure its capacity to mitigate pain and anxiety in children during blood draw in a children’s hospital setting. Children who interacted with the robot showed significantly lower levels of anxiety before actual blood collection, compared to children who received regular medical treatment. Children in the middle classes of primary school (aged 6–9) seemed especially sensitive to the robot’s ability to mitigate pain and anxiety before blood draw. Children’s parents overall expressed strong positive attitudes toward the use and effectiveness of the social robot for mitigating pain and anxiety. The results of this study demonstrate that social robots can be considered a new and effective tool for lowering children’s anxiety prior to the distressing medical procedure of blood collection.

scholarly journals A realist evaluation exploring simulated patient role-play in pharmacist undergraduate communication training

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Aisling Kerr ◽  
Judith Strawbridge ◽  
Caroline Kelleher ◽  
James Barlow ◽  
Clare Sullivan ◽  
...  
Keyword(s):  
Focus Groups ◽  
Communication Skills ◽  
Role Play ◽  
Real Life ◽  
Skills Training ◽  
Realist Evaluation ◽  
Communication Training ◽  
Pharmacy Students ◽  
Simulated Patients ◽  
Rank Test

Abstract Background Effective communication between pharmacists and patients is essential and improves health outcomes. Simulated patients (SPs) are trained to reproduce real-life situations and can help pharmacy students to develop and adapt their communication skills in a safe, learner-centred environment. The aim of this research was to explore how SP and pharmacy student role-play supports communication training. Methods A mixed methods realist evaluation approach was adopted to test an initial theory relating to SP role-play for pharmacy students. The intervention tested involved complex communication cases in a men’s and women’s health module in year three of a new MPharm programme. This SP session was the first such session, of the programme which exclusively focused on complex communication skills for the students. Data collected comprised video-recordings of both training and mock OSCE sessions, and from student focus groups. Communication videos were scored using the Explanation and Planning Scale (EPSCALE) tool. Scores from SP and mock OSCE sessions were compared using the Wilcoxon-signed rank test. Focus groups were conducted with students about their experience of the training and analysed thematically, through a realist lens. Data was analysed for Context-Mechanism-Outcome configurations to produce modified programme theories. Results Forty-six students (n = 46/59, 78 %) consented to their video-recorded interactions to be used. Students identified contextual factors relating to the timing within the course and the setting of the intervention, the debrief and student individual contexts. Mechanisms included authenticity, feedback, reflection, self-awareness and confidence. Negative responses included embarrassment and nervousness. They distinguished outcomes including increased awareness of communication style, more structured communication and increased comfort. However quantitative data showed a decrease (p < 0.001) in communication scores in the mock OSCE compared with scores from training sessions. Modified programme theories relating to SP training for pharmacy students were generated. Conclusions SP role-play is a valuable communication skills training approach. Emphasis should be placed on multiple stakeholder feedback and promotion of reflection. Time limits need to be considered in this context and adjusted to meet student needs, especially for students with lower levels of communication comfort and those communicating in languages different to their first language.

Student Attaintment of Skill Sets Through Capstone Course in Diploma in Civil Engineering Programme

2021 ◽  
Vol 8 ◽  
pp. 1-9
Author(s):  
Narita Binti Noh ◽  
Nurul Izziyantie binti Mat Noor ◽  
Syed Muhammad bin Syed Yahya ◽  
Muhammad Bazli Faliq bin Mohd Puad
Keyword(s):  
Problem Solving ◽  
Communication Skills ◽  
Civil Engineering ◽  
Lesson Plan ◽  
Problem Solving Skills ◽  
Skill Sets ◽  
Capstone Course ◽  
Main Programme ◽  
Scientific Skills ◽  
Programme Outcomes

Engineering education has become challenging compared to previous decade, the readiness of graduates before entering employement world is vital for the academician. Students are expected to possess all generic skill sets as needed by a qualified engineer including knowledge profile, engineering ability, communication, teamwork, and other relevant skills. In Malaysia, engineering graduates should possess 12 programme outcomes (PO) according to ETAC requirement, throughout the whole curriculum structure in diploma level. However, capstone course in Diploma Civil Engineering in UiTM only measures 3 main programme outcomes which are problem solving and scientific skills, communication skills, and ethics in engineering. The implementation of capstones course is reviewed for 3 consecutive semesters and student attaintment based on grade and programe outcomes is observed. This paper provides the assesment tools that had been mapped to programme outcomes through out 14 week lesson plan for final year students in Diploma Civil Engineering.This study was conducted in UiTM Pasir Gudang to measure the attainment of student’s skill set based on programme outcomes stated in the syllabus. It shows that, a graduate is considered to be good in communication skills and ethics in engineering but average in problem solving skills and scientific skills. Thus, a few recomandations have been made to improve the skills attainment among students at the faculty level.

scholarly journals Enhancing Social-Skills through Social Learning Intervention among Rural Underprivileged Adolescents

2017 ◽  
Vol 4 (3) ◽  
Author(s):  
Prof. Dr. A. Velayudhan ◽  
Palanisamy. V
Keyword(s):  
Social Learning ◽  
Rural Area ◽  
Communication Skills ◽  
Life Skills ◽  
Tamil Nadu ◽  
Leadership Skills ◽  
Training Session ◽  
Learning Intervention ◽  
Post Test

Rural underprivileged youth from India are mostly failing to get decent job due to lack of life-skills. The chances are very less for rural underprivileged adolescents to acquire necessary skills from their cultural context. Hence Indian Adolescents from rural area presently requiring basic life skills for complete their education effectively and get a suitable job in India or abroad. As attaining this task present study examined the effectiveness of social learning intervention on enhancing self-leadership skills and communication skills among rural adolescents. Purposive sampling method was used to select the sample (N=50), it included 25 female and 25 male adolescents from underprivileged category. The sample was selected from the Government higher secondary school located in rural area of Coimbatore district in Tamil Nadu. This study consists following four phases which are Pre-test, Intervention, Post-test, and follow up phases. The social learning intervention was designed based on Bandura’s social learning theory therefore modeling, role play, and constructive feedback methods were used. Weekly one training session was taken totally 12 training sessions, 2 hour for each session. Revised self-leadership questionnaire and communication locus of control scale were used to collect the data in pre-test, post-test, and follow up phases. Mean, SD, repeated measure of ANOVO and Post-Hoc test was used to analysis the data and the results shows that self-leadership skills and communication skills was significantly improved after social learning intervention.

scholarly journals Effectiveness of Academic Role-play in Understanding the Clinical Concepts in Medical Education

2019 ◽  
Vol 10 (2) ◽  
pp. 1205-1208
Author(s):  
Sai Sailesh Kumar Goothy ◽  
Sirisha D ◽  
Movva Swathi
Keyword(s):  
Medical Education ◽  
Active Learning ◽  
Communication Skills ◽  
Role Play ◽  
Multiple Choice Questions ◽  
Academic Role ◽  
Study Results ◽  
Power Point Presentation ◽  
Power Point ◽  
Post Assessment

Medical education was evolved drastically to meet the needs of current generation students. Role play is the effective method to teach the clinical concepts. Role play promotes active learning and critical thinking. It also improves the communication skills which are most essential in medical education. The current study was aimed to evaluate the effectiveness of role-play in understanding the clinical concepts in medical physiology. The topic was explained in the routine lecture using power point presentation and video. Post-assessment was performed using 30 multiple choice questions. The perception of the students was also obtained after the role play. There was a significant (P<0.05) increase in the performance of students in the MCQ test followed by the role play. 75% of students agreed strongly that role-play along with class lecture helps to acquire better clinical knowledge.76% strongly agreed that the role play promotes active learning. 80% of students strongly agreed that they enjoyed the role play. 72% of students strongly agreed that role play helps them to remember the clinical concepts easily. 90% of students strongly agreed that it increased their communication skills and motivated them to work in a team. 75% of students preferred role plays for learning the clinical concepts, and 70% of the students recommended the roleplay to be implemented in the curriculum. The study results provide research evidence about the effectiveness of the role play in teaching the clinical concepts. Further detailed studies are recommended to adopt role play in teaching the clinical concepts in medical education.

scholarly journals Senior preschool children’s speech development through dialogue with peers

2021 ◽  
Vol 102 (2) ◽  
pp. 90-97
Author(s):  
N. Khanina ◽  
◽  
I. Li ◽  
Keyword(s):  
Communication Skills ◽  
Personal Development ◽  
Role Play ◽  
Modern Society ◽  
Speech Development ◽  
Speech Interaction ◽  
Game Environment ◽  
Individual Success ◽  
Children's Speech ◽  
Communicative Abilities

The article is devoted to the relevant problem of speech development, specifically its dialogic component. The development of coherent dialogic speech as a means of forming communication skills plays an important role in the process of preschoolers’ speech development. As a form of speech interaction with other people, dialogue requires special social and speech skills from the child, the development of which occurs gradually. Dialogue for a child is the first school of mastering speech, the school of communication; it is, in fact, the base of personal development. Through dialogue children learn the grammar of their native language, its vocabulary, phonetics, and draw useful information. The topic is relevant, since the development of dialogue in preschool childhood affects the formation of speech and communicative abilities, which are one of the aspects of individual success in modern society. The article focuses on the cooperative type of activities that are particularly important for the development of dialogic speech, primarily in which children jointly create a subject-game environment, come up with a theme and develop a plot, role-play dialogues and in the course of them enter into a variety of real relationships. The program that includes a set of didactic games for older preschoolers and is aimed at improving the level of dialogic communication skills is proposed. An experiment was conducted and described in which a set of didactic games was tested. The experiment showed growth in the skills of dialogic speech.

scholarly journals Teacher Performance Analysis in the Learning Process

2021 ◽  
Vol 5 (1) ◽  
pp. 67
Author(s):  
Sri Wahyu ◽  
Fahmi Rizal ◽  
Nurhasan Syah
Keyword(s):  
Learning Outcomes ◽  
Research Method ◽  
Planning Process ◽  
Classroom Teacher ◽  
Teacher Performance ◽  
Lesson Plan ◽  
Lesson Planning ◽  
Learning Evaluation ◽  
Process Learning ◽  
Good Learning

Educational problems that occur today include the low quality of education at each level of the education unit. It is due to low teacher performance. This study aimed to analyze teacher performance in the learning planning process, learning implementation, and learning evaluation. This research method is carried out using a qualitative approach research method that produces descriptive data in written or spoken words from the teachers that can be observed. The interviewing instruments are interviews, observation, and documentation. Data analysis techniques are used through data reduction, data display, and verification (concluding). Based on this study's findings, it is concluded that the teacher's performance in lesson planning has met the criteria that must be done in learning, learning materials, learning resources, learning media, and assessment of learning outcomes. By making the lesson plan, the teacher has carried out the lesson planning well. The teacher's performance in implementing learning has been carried out well. It can be seen from the learning activities that have been created by the teacher in the classroom. Teacher performance in learning evaluation includes evaluating good learning outcomes by implementing structured remedial and enrichment.

Typhoid Mary: A Story-Based Approach to the Teaching of Epidemiological Concepts

2018 ◽  
Vol 80 (7) ◽  
pp. 477-482
Author(s):  
Allison Witucki ◽  
Lindsay Seals ◽  
David Rudge
Keyword(s):  
Lesson Plan ◽  
Role Play ◽  
Student Understanding ◽  
Historical Background ◽  
College Level ◽  
Koch’S Postulates ◽  
The Public ◽  
School Settings ◽  
Koch's Postulates ◽  
Insight Into

Understanding Koch's postulates, including how they are used to study the spread of disease within a population, is central to the teaching of microbiology. These concepts are often presented and discussed with little or no historical background, and as a result students fail to appreciate how the field has developed from past to present. We designed a lesson based on the story of Typhoid Mary to engage students in the learning and application of Koch's postulates in the field of epidemiology and provide insight into the interplay between scientists and the public as illustrated by this episode. The lesson uses an interrupted story technique in which students watch a documentary about Typhoid Mary, with pauses to discuss the events and engage in a role-play to reenact Mary's trial. The purpose is to improve student understanding of central concepts and to foster a deeper understanding of issues associated with the nature of science (NOS), such as how the process of science is influenced by culture and society (and vice versa). This lesson plan was created for a college-level microbiology course for non-majors, but can be easily modified for use in high school settings.

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