scholarly journals Deepening the teaching and learning of clinical communication

2021 ◽  
Vol 31 (1) ◽  
pp. e39795
Author(s):  
Renato Soleiman Franco ◽  
Camila Ament Giuliani dos Santos Franco ◽  
Orit Karnieli-Miller
Keyword(s):  
Medical Students ◽  
Health Professionals ◽  
Teaching And Learning ◽  
Short Review ◽  
Institutional Barriers ◽  
Clinical Communication ◽  
Clinical Encounters ◽  
Needed Information ◽  
Process Feedback

Aims: clinical communication (CC) relates to health professionals’ interaction with patients/families. CC is fundamental for the physicians’ role. This paper aims to contribute to the discussion about reflection and feedback for meaningful teaching and learning of CC.Methods: the authors provided a short review and conceptual discussion of the history and nature of CC teaching, followed by exploring the role of reflection and feedback in teaching CC.Results: communicating well can be challenging as it requires medical students and professionals to adapt their communication to each patient/family while obtaining all the needed information, conveying trustworthiness, care, and compassion. The teaching of CC to medical students involves deepening the doctor-patient relationship’s technical, relational, and emotional elements. CC requires teaching that is flexible and tailored to the participants’ needs. Therefore, teaching CC must go beyond asking the appropriate question or applying specific checklist-based behaviours. In teaching CC, it is crucial to give medical students support to discuss personal and institutional barriers and attitudes and explore how to transfer their learning to clinical practice. To that end, reflection should be encouraged to allow students to express difficulties and feelings and enhance their understanding of themselves and others. Within this process, feedback is essential to moving beyond skill-based teaching to reflection-based learning.Conclusion: the move from skills-based learning requires using reflective processes and feedback to allow students to learn about their communication tendencies and needs to become more flexible and attuned to different patient’s needs in clinical encounters.

scholarly journals Assessing the training needs of medical students in patient information gathering; a qualitative study

2019 ◽  
Author(s):  
Conor Gilligan ◽  
Sonja Brubacher ◽  
Martine Powell
Keyword(s):  
Medical Students ◽  
Communication Skills ◽  
Medical Practice ◽  
Role Models ◽  
Teaching And Learning ◽  
Structured Interviews ◽  
Clinical Communication ◽  
Medical Interviewing ◽  
Medical Programs ◽  
And Training

Abstract Background Effective communication is at the heart of good medical practice but rates of error, patient complaints, and poor clinician job satisfaction are suggestive of room for improvement in this component of medical practice and education. Methods We conducted semi-structured interviews with experienced clinicians (n = 19) and medical students (n = 20) to explore their experiences associated with teaching and learning clinical communication skills and identify targets for improvements to addressing these skills in medical curricula. Results Interviews were thematically analysed and four key themes emerged; the importance of experience, the value of role-models, the structure of a consultation, and confidence. Conclusions The findings reinforce the need for improvement in teaching and learning communication skills in medicine, with particular opportunity to target approaches to teaching foundational skills which can establish a strong grounding before moving into more complex situations, thus preparing students for the flexibility required in medical interviewing. A second area of opportunity and need is in the engagement and training of clinicians as mentors and teachers, with the findings from both groups indicating that preparation for teaching and feedback is lacking. Medical programs can improve their teaching of communication skills and could learn from other fields s to identify applicable innovative approaches.

scholarly journals Assessing the training needs of medical students in patient information gathering; a qualitative study

2020 ◽  
Author(s):  
Conor Gilligan ◽  
Sonja Brubacher ◽  
Martine Powell
Keyword(s):  
Medical Students ◽  
Communication Skills ◽  
Medical Practice ◽  
Role Models ◽  
Teaching And Learning ◽  
Structured Interviews ◽  
Clinical Communication ◽  
Medical Interviewing ◽  
Medical Programs ◽  
And Training

Abstract Background Effective communication is at the heart of good medical practice but rates of error, patient complaints, and poor clinician job satisfaction are suggestive of room for improvement in this component of medical practice and education. Methods We conducted semi-structured interviews with experienced clinicians (n = 19) and medical students (n = 20) to explore their experiences associated with teaching and learning clinical communication skills and identify targets for improvements to addressing these skills in medical curricula. Results Interviews were thematically analysed and four key themes emerged; the importance of experience, the value of role-models, the structure of a consultation, and confidence. Conclusions The findings reinforce the need for improvement in teaching and learning communication skills in medicine, with particular opportunity to target approaches to teaching foundational skills which can establish a strong grounding before moving into more complex situations, thus preparing students for the flexibility required in medical interviewing. A second area of opportunity and need is in the engagement and training of clinicians as mentors and teachers, with the findings from both groups indicating that preparation for teaching and feedback is lacking. Medical programs can improve their teaching of communication skills and could learn from other fields s to identify applicable innovative approaches.

Family intervention

PEDIATRICS ◽  
1975 ◽  
Vol 56 (5) ◽  
pp. 693-694
Author(s):  
C. Henry Kempe
Keyword(s):  
Health Care ◽  
Medical Students ◽  
Health Professionals ◽  
Family Intervention ◽  
Early Infancy ◽  
Academic Departments ◽  
Ambulatory Setting ◽  
Outpatient Departments ◽  
Ambulatory Services

It may be presumptuous to point out to pediatricians new ways of insuring that children have improved health care and the benefits of preventive pediatrics from early infancy. As a group, we have done a great deal in moving academic departments towards expanding the role of ambulatory services and making the ambulatory setting a place where exciting educational developments take place. We have also made a real contribution in bringing the needs of preventive pediatrics to the attention of various levels of government as well as incorporating outpatient departments as important sites for the teaching of medical students, house staff, and a wide variety of health professionals.

scholarly journals ‘Why didn’t they see my scars?’ Critical thematic analysis of simulated participants’ perceived tensions surrounding objective structured clinical examinations

2021 ◽  
Vol 6 (1) ◽  
Author(s):  
Mairead Corrigan ◽  
Helen J. Reid ◽  
Pascal P. McKeown
Keyword(s):  
Patient Safety ◽  
Medical Students ◽  
Thematic Analysis ◽  
Real Life ◽  
Negative Consequences ◽  
Structured Interviews ◽  
Clinical Encounters ◽  
Objective Structured Clinical Examinations ◽  
Power And Agency

Abstract Background Simulated participants (SPs) play an important role in simulated assessments of clinical encounters between medical students and patients, most notably in objective structured clinical examinations (OSCEs). SP contributions to OSCEs are invaluable, taking the role of a patient or carer. While SPs in some settings/contexts may rate students, their role has been problematized in the literature for their lack of agency within a standardised format of OSCEs that promotes reliability, objectivity and accountability. In this study, we explored SP experiences for tensions that result from simulated assessments and their potential implications for education. Methods Semi-structured interviews were conducted with seven SPs who were also tasked with providing a global mark for students. They were purposively selected to include women and men of different ages, occupation, education and experience as an SP. The interviews were analysed using a critical thematic analysis using a phenomenological approach. Results SP experiences directly addressed tensions and contradictions around OSCEs. SP participants described their experiences under four themes: industrialising, reducing, performativity and patient safety. OSCEs were compared to an industrial process that promoted efficiency but which bore no resemblance to real-life doctor-patient encounters. They were perceived to have a power and agency that reduced SPs to verbalising scripts to ensure that students were exposed to a standardised simulated experience that also underlined the performative role of SPs as props. These performative and reductionist experiences extended to students, for whom the mark sheet acted as a checklist, promoting standardised responses that lacked genuineness. All of this created a tension for SPs in promoting patient safety by ensuring that those medical students who passed were clinically competent. Conclusions OSCEs often form part of high-stakes exams. As such, they are governed by processes of industrialisation, accountability and standardisation. OSCEs possess a power and agency that can have unintended negative consequences. These include ‘conditioning’ students to adopt behaviours that are not suited to real-life clinical encounters and are not person-centred.

scholarly journals Have we been doing it all wrong? The role of “super-especialists” doctors in COVID-19 pandemic and Medicine 4.0 era.

2021 ◽  
Author(s):  
GUSTAVO GUERREIRO ◽  
Valdano Manuel ◽  
Lucas Figueredo Cardoso
Keyword(s):  
Medical Students ◽  
Teaching And Learning ◽  
Traditional Approach ◽  
Interdisciplinary Approach ◽  
New Findings ◽  
Long Time ◽  
Urgent Necessity

During the COVID-19 pandemic, many specialists doctors found themselves in a situation that they had not faced for a long time: treating patients out of their subarea of expertise. The possibilities of teaching and learning through the modalities of webinars brought to these days the urgent necessity for teamwork and interdisciplinary approach, taking advantage of different areas of expertise to the same patient. With the amount of papers published and the speed at which data are accessed, and analyzed it is impossible to be aware of new findings in all medical areas. The lesson that the COVID-19 pandemic brought to us was the urgent need for the interdisciplinary approach to treating better our patients, and not only each disease they present with. We must review our traditional approach to medical students, residents, colleagues, and patients in which we became stuck to distance and time obstacles. We must use the technology on our behalf to offer the best treatment and follow-up for patients. We live now in the Medicine 4.0 era. As Darwin a long time ago proved: we must evolve!

scholarly journals Assessing the training needs of medical students in patient information gathering; a qualitative study

2019 ◽  
Author(s):  
Conor Gilligan ◽  
Sonja Brubacher ◽  
Martine Powell
Keyword(s):  
Medical Students ◽  
Communication Skills ◽  
Medical Practice ◽  
Role Models ◽  
Teaching And Learning ◽  
Structured Interviews ◽  
Clinical Communication ◽  
Medical Interviewing ◽  
Medical Programs ◽  
And Training

Abstract Background Effective communication is at the heart of good medical practice but rates of error, patient complaints, and poor clinician job satisfaction are suggestive of room for improvement in this component of medical practice and education. Methods We conducted semi-structured interviews with experienced clinicians (n = 19) and medical students (n = 20) to explore their experiences associated with teaching and learning clinical communication skills and identify targets for improvements to addressing these skills in medical curricula. Results Interviews were thematically analysed and four key themes emerged; the importance of experience, the value of role-models, the structure of a consultation, and confidence. Conclusions The findings reinforce the need for improvement in teaching and learning communication skills in medicine, with particular opportunity to target approaches to teaching foundational skills which can establish a strong grounding before moving into more complex situations, thus preparing students for the flexibility required in medical interviewing. A second area of opportunity and need is in the engagement and training of clinicians as mentors and teachers, with the findings from both groups indicating that preparation for teaching and feedback is lacking. Medical programs can improve their teaching of communication skills and could learn from other fields s to identify applicable innovative approaches.

POPDC proteins and cardiac function

2019 ◽  
Vol 47 (5) ◽  
pp. 1393-1404 ◽  
Author(s):  
Thomas Brand
Keyword(s):  
Potential Role ◽  
Striated Muscle ◽  
Short Review ◽  
Effector Proteins ◽  
Muscle Disease ◽  
Disease Genes ◽  
Protein Protein Interaction ◽  
Interaction Partners ◽  
And Function

Abstract The Popeye domain-containing gene family encodes a novel class of cAMP effector proteins in striated muscle tissue. In this short review, we first introduce the protein family and discuss their structure and function with an emphasis on their role in cyclic AMP signalling. Another focus of this review is the recently discovered role of POPDC genes as striated muscle disease genes, which have been associated with cardiac arrhythmia and muscular dystrophy. The pathological phenotypes observed in patients will be compared with phenotypes present in null and knockin mutations in zebrafish and mouse. A number of protein–protein interaction partners have been discovered and the potential role of POPDC proteins to control the subcellular localization and function of these interacting proteins will be discussed. Finally, we outline several areas, where research is urgently needed.

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