scholarly journals Clinicians’ Voices on a Disciplinary Approach to Teaching Clinical Communication in the Chinese Context: Priorities, Challenges, and Scope

2021 ◽  
Author(s):  
Jack Pun
Keyword(s):  
Medical Students ◽  
Interpretative Phenomenological Analysis ◽  
Real Life ◽  
Role Playing ◽  
Teaching Approach ◽  
Complex Nature ◽  
Clinical Communication ◽  
Chinese Context ◽  
Wide Range ◽  
Medical Educators

Abstract Background: In the absence of a well-rounded syllabus to teach clinical communication, emphasising both interpersonal and medical dimensions, medical students in the early stages of their career may find it challenging to effectively communicate with patients, especially those from different cultural backgrounds. Aims: To explore the priorities, challenges and scope of teaching clinical communication in a Chinese context using a disciplinary approach, and to investigate how medical educators and clinicians teach clinical communication in their respective clinical disciplines. Design: Interpretative phenomenological analysis. Data sources: Nine medical educators, all experienced frontline clinicians from 7 clinical disciplines, were recruited from 7 Hong Kong hospitals and 2 medical schools. They were interviewed to seek their views on teaching clinical communication in the Chinese context, specifically its priorities, challenges, and scope. Results: The interview data revealed 5 themes related to the priorities, challenges, and scope of teaching clinical communication across a wide range of clinical disciplines in the Chinese context, namely (1) showing empathy with patients; (2) using technology as a modern teaching approach to combine medical and interpersonal dimensions; (3) shared decision-making, reflecting the influence of Chinese collectivism and cultural attitudes towards death on communication with patients and their families; (4) interdisciplinary communication between medical departments; and (5) the role of language in clinician–patient communication. Conclusions: Taking a disciplinary perspective, the clinicians in this study approached the complex nature of teaching clinical communication in the Chinese context in different ways. The findings illustrated the need to teach clinical communication using a disciplinary approach in addition to teaching it generically across specialties. This is particularly important in the Intensive Care Unit (ICU), where clinicians frequently cooperate with physicians from other departments. This study also highlighted how non-verbal social cues, communication strategies, and the understanding of clinical communication in the Chinese context operate differently from those in the West, because of socio-cultural factors such as family dynamics and hierarchical social structures. We recommend a dynamic teaching approach using role-playing tasks, scenario-based examples, and similar activities to help medical students to establish well-rounded clinical communication experiences in preparation to overcome challenges in their future real-life clinical practice.

scholarly journals Promoting speaking spontaneity in large classes: An action research study in an Indonesian EFLuniversity setting

2018 ◽  
Vol 8 (2) ◽  
Author(s):  
Junjun Muhamad Ramdani ◽  
R. Rahmat
Keyword(s):  
Interpretative Phenomenological Analysis ◽  
Personal Narratives ◽  
Real Life ◽  
Role Playing ◽  
Critical Issue ◽  
Student Centered ◽  
Student Centered Learning ◽  
Large Classes ◽  
Spoken English ◽  
Innovative Learning

In the last two decades, teaching spoken English to EFL students has become a critical issue in the TESOL context. However, a few studies touch upon how EFL learners are taught to speak English spontaneously. Learning to speak English spontaneously in large classes becomes a big challenge for ESOL teachers because of space and time constraints. In response to this growing need, this article provides an empirical account of how modified role playing, more student-centered learning, is implemented as an innovative learning design in an EFL university setting where a large class is concerned. Data were garnered from open-ended and close-ended questionnaires, students’ personal narratives, and photovoices. These data were analyzed using Interpretative Phenomenological Analysis (IPA). Findings of the study show that the students were finally able to survive in their speaking tasks, engaging them in a real-life communicative encounter. This study concludes with some pedagogical implications for how a teacher as a curriculum designer engages students in motivating and anxiety-free speaking tasks.

scholarly journals Using Peer Role-playing to Improve Student Skills for Musculoskeletal Physical Examinations

2020 ◽  
Author(s):  
Kazuyo Yamauchi ◽  
Yoko Hagiwara ◽  
Nahoko Iwakura ◽  
Saori Kubo ◽  
Azusa Sato ◽  
...  
Keyword(s):  
Medical Students ◽  
Physical Examination ◽  
Role Play ◽  
Real Life ◽  
Role Playing ◽  
Musculoskeletal Symptoms ◽  
Traditional Curriculum ◽  
Self Reflection ◽  
Simulation Based ◽  
Simulation Group

Abstract The traditional curriculum for medical students in Japan does not include sufficient opportunity for the students to develop their skills for musculoskeletal examination and clinical reasoning and diagnosis. So, many residents report a lack of confidence in performing these tasks. Our aim was to assess the effectiveness of peer role-playing to improving these skills among 90 women medical students who were completing their first orthopaedic clinical clerkship. Participants were allocated into two groups. One group participated in role-play (the simulation group) and the other did not participate in role-play because of the clerkship schedule or almanac circumstance (the no-simulation group). This program consisted of two modules: the simulation-based module and the outpatient encounter module. Each module included two sessions. The simulation-based module had two parts: a structured encounter with role-play for musculoskeletal cases, and a structured debriefing with the course supervisor including self-reflection. The students’ performance was observed and assessed using the mini clinical evaluation exercise (mini-CEX) for musculoskeletal cases in the simulation-based module (Day1) and the outpatient encounter module (Day2). The simulation-based module increased the physical examination score on the mini-CEX because of the encounters with real-life patients with musculoskeletal symptoms. This result suggests that role-play as a peer enhancing simulation may help to improve the competency of medical students in performing a musculoskeletal physical examination in a clinical setting.

scholarly journals PROBLEM-ORIENTED TEACHING OF CHILDHOOD INFECTIOUS DISEASES FOR MEDICAL STUDENTS GRADUATE COURSES

2020 ◽  
pp. 27-30
Author(s):  
L. A. Volyanska ◽  
Т. О. Vorontsova ◽  
E. I. Burbela ◽  
Y. V. Rohalska
Keyword(s):  
Infectious Diseases ◽  
Technological Development ◽  
Research Work ◽  
Real Life ◽  
Role Playing ◽  
Educational Process ◽  
Real Problem ◽  
Teacher Student ◽  
Wide Range ◽  
Attending Physician

The accelerated pace of scientific and technological development of modern Ukrainian society, is steadily striving to unite with the world community, puts the requirement for urgent modernization in front of the traditional higher school. The quality of education to an outstanding extent depends on the effectiveness of communication in the “teacher-student” system. Our proposed form for the study of childhood infectious diseases allows to bypass the imposition of the authoritarian thought of the teacher. This is achieved through the formation of a productive team of teacher – students on mutually beneficial conditions of cooperation on the basis of bilateral (both of the teacher and the student) internal motivation. The basis of innovations in the teaching of medicine today is the introduction of interactive cooperation between those who help to study, and those who study, and problem-oriented learning. Therefore, in the study of children's infectious diseases by graduate students, the practical lesson is based on thematic (according to the topic of the practical lesson) supervision of the patient in the presence of the attending physician and under the supervision of the teacher. This is a real child with a real problem, and therefore, the teacher created an original task, tied to a real life situation. Such a clinical task for its solution requires the student to independently apply a wide range of knowledge and skills in the studied discipline in related subjects. A role-playing game begins: the attending physician (the student who observed the patient) invites other specialists (the rest of the group's students) to the council to help make a diagnosis. Prospects for further improvement of the educational process in the study of pediatric infectious diseases will relate to stimulating interest in the subject by promoting the idea of ​​involving students to actively participate in the development of their practical skills through elements of research work within the scope of the work program.

FAST 112 HEROES: A kindergarten-based educational stroke intervention for the whole family

2020 ◽  
Vol 79 (6) ◽  
pp. 724-734
Author(s):  
Kalliopi Tsakpounidou ◽  
Ariadne Loutrari ◽  
Freideriki Tselekidou ◽  
Maria Baskini ◽  
Hariklia Proios
Keyword(s):  
Preschool Children ◽  
Extended Family ◽  
Real Life ◽  
Role Playing ◽  
Medical Emergency ◽  
Participatory Action ◽  
Northern Greece ◽  
School Based ◽  
Assessment Tasks ◽  
Wide Range

Background: Stroke is a worldwide leading cause of disability, and around 50 million people are affected by stroke annually. Public stroke educational and awareness programmes can make a great deal of difference. Young children are in key position to seek urgent medical care if grandparents suffer a stroke, as grandparents are often their secondary caretakers. Objective: The objective of the current study was to design an educational intervention targeting children and, in parallel, directly involve extended family members. Design: Participatory action research. Setting: School-based education stroke intervention in Thessaloniki, Northern Greece. Methods: Over the course of 5 weeks, this intervention sought to educate 66 preschool children and their families through a series of novel activities that revolved around 4 superheroes, the FAST mnemonic and a medical emergency number. One superhero and their unique superpower was introduced every week through a Powerpoint presentation, a short animation video and a wide range of in-class and take-home activities, such as ‘phantom speech’, role-playing, funny face mimicking games, and rhyming poems. Children were also encouraged to identify their own family superhero so as to transfer their learning to real life. Results: Follow-up individual and group assessment pointed to encouraging results. Results from odd-one-out-tasks revealed that children were able to recognise the stroke symptoms in question. However, they performed more poorly on more complex tasks involving recall. Conclusions: Preschool children acquired knowledge of stroke symptoms which appears more solid when recognition is assessed. Assessment tasks involving substantial recall of information do not necessarily reflect the ability to detect stroke symptoms.

scholarly journals The Development Of Instructional Module Of Hybrid Approach Using Collaborative And Metacognitive (HybCoMet) Strategy As An Alternative Approach To Help Improving Generic Skills Among Students In Malaysian Polytechnics

2010 ◽  
Vol 7 (5) ◽  
Author(s):  
Yusmarwati Yusof
Keyword(s):  
Learning Process ◽  
Hybrid Approach ◽  
Real Life ◽  
Teaching Approach ◽  
Generic Skills ◽  
Positive Attitudes ◽  
Alternative Approach ◽  
Wide Range ◽  
Instructional Module ◽  
Traditional Approaches

This paper presents the development and design of a new alternative approach to teaching, which is referred to as a hybrid teaching approach. This teaching approach is developed to meet the challenges and academic needs of students learning technical subjects at polytechnic level in Malaysia. It is intended to help students improve their learning and deepen their understanding in learning the subjects matters. It is also to help students to emphasize positive attitudes in a wide range of skills that are critically needed in a workplace such as communication, thinking and interpersonal skills (Yusof, 2004). Accordingly, this paper describes a “hybrid” educational system which integrates collaborative and metacognitive strategies, involving the development, design and implementation of an instructional module which is entitled “ A Hybrid Approach Using Collaborative and Metacognitive (HybCoMet) Strategy : An Instructional Module for Polytechnics Lecturers”. The HybCoMet Instructional Module is designed as an alternative to the current teaching approaches which are hereinafter referred as ‘traditional approaches’. The strategy is intended to help students to learn in a meaningful way, by facilitating the assimilation of their knowledge prior to transfer it into real world situation. The purpose of the teaching module of HybCoMet Strategy is to encourage teachers to move away from the current teaching approach by which students are ‘fed’ facts and information (Wee, 2004). Even where there are some activities in a classroom, the teacher retains control over the procedure and learning process. Introducing HybCoMet strategy may allow teachers to experience a new role, as a facilitator who provides support and assistance and interferes only when necessary. The strategy could be beneficial for teachers preparing a lesson and was more effective at pointing teachers toward individual learning objectives. Therefore, it is expected that students could take control of the learning process and become more motivated and responsible for their own learning, and then will be able to prepare them for their future life. It was hoped to inculcate this learning mode into students’ educational environment to prepare them for real-life situations and provide opportunities for the optimal intellectual and academic development as well as their generic skills. The designed instructional module is hoping will contribute as a new pedagogical approach to the representation of hybrid system for technical education needs at the polytechnics level and supply as a comprehensive academic references and guidelines to the academician and will be beneficial to those who are interested.

COVID-19 Outbreak Prediction with Machine Learning

2020 ◽  
Author(s):  
Sina Faizollahzadeh Ardabili ◽  
Amir Mosavi ◽  
Pedram Ghamisi ◽  
Filip Ferdinand ◽  
Annamaria R. Varkonyi-Koczy ◽  
...  
Keyword(s):  
Machine Learning ◽  
Prediction Models ◽  
Fuzzy Inference ◽  
Control Measures ◽  
Future Research ◽  
Complex Nature ◽  
Inference System ◽  
Wide Range ◽  
Standard Models ◽  
High Level

Several outbreak prediction models for COVID-19 are being used by officials around the world to make informed-decisions and enforce relevant control measures. Among the standard models for COVID-19 global pandemic prediction, simple epidemiological and statistical models have received more attention by authorities, and they are popular in the media. Due to a high level of uncertainty and lack of essential data, standard models have shown low accuracy for long-term prediction. Although the literature includes several attempts to address this issue, the essential generalization and robustness abilities of existing models needs to be improved. This paper presents a comparative analysis of machine learning and soft computing models to predict the COVID-19 outbreak as an alternative to SIR and SEIR models. Among a wide range of machine learning models investigated, two models showed promising results (i.e., multi-layered perceptron, MLP, and adaptive network-based fuzzy inference system, ANFIS). Based on the results reported here, and due to the highly complex nature of the COVID-19 outbreak and variation in its behavior from nation-to-nation, this study suggests machine learning as an effective tool to model the outbreak. This paper provides an initial benchmarking to demonstrate the potential of machine learning for future research. Paper further suggests that real novelty in outbreak prediction can be realized through integrating machine learning and SEIR models.

RELEVANSI PEMBELAJARAN IPA DAN PAI HUMANIS

Edupedia ◽  
2019 ◽  
Vol 4 (1) ◽  
pp. 13-21
Author(s):  
Subyanto ◽  
Kurniyatul Faizah
Keyword(s):  
Social Interaction ◽  
Real Life ◽  
Problem Based Learning ◽  
Role Playing ◽  
Natural Sciences ◽  
Discovery Learning ◽  
Islamic Education ◽  
Transfer Of Knowledge ◽  
The Real ◽  
Team Research

In Natural Sciences (IPA) there are three aspects of learning, they arenatural sciences as product, process, and strengthening attitudes. This natural sciences learning classification found relevance with Islamic education learning in the aspect of fiqh, theseare fiqh as a product and fiqh as a process. The types of humanistlearning arelearning other than as a product, because this learning is not just transfer of knowledge without rationality, so that the lesson is not able to take part in the real life of humanity. In the implementation, humanist learning can be carried out using several scientific approaches such as problem based learning, discovery learning, social interaction, role playing, team research, and other forms that are oriented to students involvementdirectly.

Home Learning in Times of COVID: Experiences of Parents

2020 ◽  
Vol 7 (1) ◽  
pp. 9 ◽  
Author(s):  
Shelina Bhamani ◽  
Areeba Zainab Makhdoom ◽  
Vardah Bharuchi ◽  
Nasreen Ali ◽  
Sidra Kaleem ◽  
...  
Keyword(s):  
Real Life ◽  
Sampling Technique ◽  
Online Classes ◽  
Google Docs ◽  
Learning Gap ◽  
Wide Range ◽  
Home Learning ◽  
Collection Data ◽  
Learning At Home ◽  
At Home

<p align="center"><em>The widespread prevalence of COVID-19 pandemic has affected academia and parents alike. Due to the sudden closure of schools, students are missing social interaction which is vital for better learning and grooming while most schools have started online classes. This has become a tough routine for the parents working online at home since they have to ensure their children’s education. The study presented was designed to explore the experiences of home learning in times of COVID-19. A descriptive qualitative study was planned to explore the experiences of parents about home learning and management during COVID-19 to get an insight into real-life experiences.  Purposive sampling technique was used for data collection.  Data were collected from 19 parents falling in the inclusion criteria. Considering the lockdown problem, the data were collected via Google docs form with open-ended questions related to COVID-19 and home learning. Three major themes emerged after the data analysis: impact of COVID on children learning; support given by schools; and strategies used by caregivers at home to support learning. It was analyzed that the entire nation and academicians around the world have come forward to support learning at home offering a wide range of free online avenues to support parents to facilitate home-learning. Furthermore, parents too have adapted quickly to address the learning gap that have emerged in their children’s learning in these challenging times. Measures should be adopted to provide essential learning skills to children at home. Centralized data dashboards and educational technology may be used to keep the students, parents and schools updated.</em></p>

scholarly journals Medical Students and Patients Benefit from Virtual Non-Medical Interactions Due to COVID-19

2021 ◽  
Vol 8 ◽  
pp. 238212052110283
Author(s):  
Taylor M Coe ◽  
Trevor J McBroom ◽  
Sarah A Brownlee ◽  
Karen Regan ◽  
Stephen Bartels ◽  
...  
Keyword(s):  
Medical Students ◽  
Communication Skills ◽  
Patient Experience ◽  
Clinical Medicine ◽  
Organ Transplant ◽  
Medical Patient ◽  
Pilot Program ◽  
Transplant Recipients ◽  
Kidney Transplant Recipients ◽  
Clinical Communication

Background: Patient care restrictions created by the COVID-19 pandemic constrained medical students’ ability to interact directly with patients. Additionally, organ transplant recipients faced increasing isolation due to the rise of telemedicine, the importance of social distancing and their immunosuppressed state. We created a pilot program to pair students with transplant patients for structured, virtual encounters and studied its impact on medical students and patients. Methods: In May 2020, medical students conducted virtual visits with patients via telephone or video conferencing. Patients and students were surveyed regarding their experiences and independent focus groups were conducted. The survey responses and focus group discussions were deidentified, transcribed, and analyzed for themes. Results: Ten participating students were in their first, second, or final year of medical school. The 14 patients were liver or kidney transplant recipients or kidney donors. All interactions lasted longer than 30 minutes, with 56% greater than 1 hour. Three themes emerged related to the student experience: improvement of their clinical communication skills, development of knowledge and attitudes related to organ transplantation and donation, and independent management of a patient encounter. Three themes related to the patient experience: appreciation of the opportunity to share their personal patient experience to help educate future physicians, a cathartic and personally illuminating experience and an opportunity to share the message of donation. Conclusions: This pilot program provided a novel opportunity for virtual student-patient interactions that was feasible, well-received, and mutually beneficial. The use of virtual non-medical patient experiences allowed for experiential learning during which students learned about both clinical medicine and enhanced their communication skills directly from patients. Additionally, patients were able to engage with medical students in a new way, as teachers of clinical interactions, and reported a high level of satisfaction in addition to deriving personal benefit.

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