scholarly journals A Preliminary Investigation of Empirically Based and Spiritually Based Marital Enrichment Programs

2017 ◽  
Author(s):  
Laura Jacobi
Keyword(s):  
Conflict Management ◽  
Communication Skills ◽  
Core Curriculum ◽  
Preliminary Investigation ◽  
Relationship Enhancement ◽  
Enrichment Programs ◽  
Couple Communication ◽  
Marital Enrichment ◽  
Outcome Information ◽  
Similarities And Differences

Similarities and differences of two empirically based marital enrichment programs, Prevention and Relationship Enhancement Program (PREP) and Couple Communication (CC), and two spiritually based marital enrichment programs, Couples’ Temperament Workshop and Heirs Together were examined. Using published literature and observation, foundations, goals, content, and outcomes were considered. Programs contained similar goals and content, with core curriculum surrounding communication skills and conflict management. Although outcome information is unavailable upon the spiritually based programs, it is possible that these programs may be as effective as empirically based programs validated through research considering the similarities in core curriculum; however, research is needed to determine the influence of context.

Principles of Communication Skills Training in Cancer Care across the Life Span and Illness Trajectory

2021 ◽  
pp. 791-798
Author(s):  
David W. Kissane ◽  
Carma L. Bylund
Keyword(s):  
Communication Skills ◽  
Cancer Care ◽  
Core Curriculum ◽  
Decision Aids ◽  
Skills Training ◽  
Communication Skills Training ◽  
Patient Centered ◽  
Open Questions ◽  
Communication Challenges ◽  
Question Prompt

Evidence is growing that communication skills training can help clinicians to become more empathic and use open questions in a patient-centered manner. More work is needed to see these gains translate into improved patient outcomes. A core curriculum has matured as a conventional component of training in cancer care. Strong evidence supports the use of question prompt lists, decision aids, and audio recording of important consultations for later review by the patient and family. Gains are being made with communication challenges such as discussing internet-derived information. Patient training about optimizing their communication has started to complete the reciprocal interaction.

The Important Issues for Millennial Workers

2020 ◽  
pp. 203-232
Author(s):  
Meng-Shan Tsai
Keyword(s):  
Conflict Management ◽  
Communication Skills ◽  
Millennial Generation ◽  
Communication Styles ◽  
Interpersonal Relation ◽  
Communication Models

This chapter will help you to understand the important issues facing the Millennial Generation and their behavior in the workplace, understand the concepts of interpersonal relation and the viewpoints of the Millennial Generation, understand the contents of communication skills, communication models and communication styles, and understand how the Millennial Generation views conflict and conflict management.

Medical student training in communication skills

2017 ◽  
Author(s):  
Gregory Makoul ◽  
Joshua Hauser ◽  
Henry Schneiderman
Keyword(s):  
Palliative Care ◽  
Conflict Management ◽  
Communication Skills ◽  
Family Involvement ◽  
Interdisciplinary Teams ◽  
School Level ◽  
Simulated Patients ◽  
Small Group Teaching ◽  
Student Training ◽  
Physician Role

This chapter reviews contemporary approaches to teaching and assessing communication skills at the medical school level, explicating considerations for effective communication in the context of oncology and primary care. Primary approaches for training involve small-group teaching with either role play or interviews with simulated patients. The SEGUE Framework for Teaching and Assessing Communication Skills is a widely used conceptual framework that is flexible enough for diverse situations, yet sufficiently specific to afford practical guidance. Several aspects of communication in oncology and palliative care make communication particularly challenging and important: (i) physician role; (ii) illness severity; (iii) interdisciplinary teams; (iv) dying and death; (v) family involvement. Accordingly, this context presents predicaments requiring advanced communication skills, which augment the basic skills needed to accomplish tasks outlined in the SEGUE Framework. These include addressing: (i) bad news; (ii) prognosis/uncertainty; (iii) goals of care/palliative care; (iv) conflict management; (v) family meetings; (vi) teamwork.

scholarly journals The Standardized Professional Encounter: A New Model to Assess Professionalism and Communication Skills

2015 ◽  
Vol 7 (2) ◽  
pp. 230-233 ◽  
Author(s):  
Scott D. Lifchez ◽  
Carisa M. Cooney ◽  
Richard J. Redett
Keyword(s):  
Health Care ◽  
Conflict Management ◽  
Communication Skills ◽  
Health Care Professionals ◽  
Treatment Plan ◽  
Health Care Team ◽  
Standardized Patient ◽  
Self Assessment ◽  
Assessment Scores ◽  
Patient Model

Abstract Background Physician-patient communication is vital to patient care, and physician-nurse interactions are equally critical. Conflict between nurses and physicians can greatly impair communication, increasing the risk of treatment errors, yet physicians receive little education during training on recognizing and resolving professional conflicts. Innovation We created and implemented the Standardized Professional (S-Pro) Encounter to improve training and provide opportunities to evaluate resident professionalism and communication with health care team colleagues. Methods The standardized patient model is well established for teaching and assessing clinical and communication skills. Using the standardized patient concept, we created a nurse-resident encounter with 2 professionally trained medical portrayers (1 “nurse,” 1 “patient”), in which the nurse disagrees with the resident's treatment plan. Residents were surveyed for prior experience with nurse-physician conflict management, and we assessed postencounter for collaborative skills and conflict resolution. Results All residents (n = 18) observed at least 1 physician-nurse conflict in front of patients. Eleven (61%) reported being involved in at least 1 conflict. Twelve residents (67%) had 2 or fewer prior education experiences in interprofessional conflict management. Faculty assessment and S-Pro scores demonstrated high agreement, while resident self-assessment scores demonstrated low agreement with faculty and S-Pro scores. Conclusions Participants and evaluators found the encounter to be reasonably authentic. There was strong agreement between the faculty and S-Pro assessment of resident performance when using the Boggs scale. The S-Pro Encounter is easily adapted for other clinical situations or training programs, and facilitates the assessment of professionalism and communication skills between residents and other health care professionals.

scholarly journals “NOT My Issue!!!”: Teaching the Interpersonal Conflict Course

2019 ◽  
Vol 2 ◽  
pp. 17-22
Author(s):  
Nancy Brule ◽  
Jessica Eckstein
Keyword(s):  
Conflict Management ◽  
Communication Skills ◽  
Interpersonal Conflict ◽  
Real Life ◽  
Content Areas ◽  
Sample Application

Students who enroll in communication courses to improve their conflict management abilities should be provided with both an understanding of, and skills pertaining to, interpersonal conflict across diverse contexts. In this article, we offer pedagogical guidance for teaching the Interpersonal Conflict course. With an emphasis on building communication skills usable in a variety of real-life situations and settings, this article includes discussion of necessary foundational concepts and applied content areas, sample application assignments, and relevant considerations for those teaching the course.

A Scalable and Effective Course Design for Teaching Competency-Based Euthanasia Communication Skills in Veterinary Curricula

2021 ◽  
pp. e20200133
Author(s):  
Mei A. Schultz ◽  
James K. Morrisey ◽  
Leni K. Kaplan ◽  
Jorge L. Colón ◽  
Dani G. McVety-Leinen ◽  
...  
Keyword(s):  
Communication Skills ◽  
End Of Life Care ◽  
Core Curriculum ◽  
Course Design ◽  
Course Evaluations ◽  
Course Content ◽  
Recent Graduates ◽  
Competency Based ◽  
Learning Interventions ◽  
Specific Learning

Veterinary staff must be able to navigate end-of-life care with sensitivity and skill to create the best possible outcome for the patient, client, and veterinary team collectively. Despite the clear importance of euthanasia communication and procedural skills in veterinary practice, recent graduates of veterinary programs identified gaps between skills deemed important in clinical practice and skills emphasized in the curriculum. Little time is allocated to euthanasia procedural or communication training across the board in US veterinary programs. Thus, it is of paramount importance to establish intentional and well-designed instruction and assessment of euthanasia communication skills for veterinary trainees. A course on veterinary euthanasia communication skills was designed to emphasize themes and topics essential for a competent veterinarian. Through course evaluations, students expressed the sentiments that this course improved their euthanasia communication skills, that euthanasia communication skills are essential for their careers, and that the course content should be integrated into the core curriculum. This article presents a scaffold for the instruction and assessment of veterinary euthanasia communication skills in alignment with a competency-based veterinary education (CBVE) framework and outlines specific learning interventions used in the course that are scalable and may be extracted and incorporated into existing courses.

Conflict Management Education for Anesthesiology Residents: Bridging the Gap in Interpersonal and Communication Skills Competency

2021 ◽  
Vol 15 (10) ◽  
pp. e01524
Author(s):  
Jina L. Sinskey ◽  
Joyce M. Chang ◽  
Kevin C. Thornton ◽  
Christy K. Boscardin ◽  
Kristina R. Sullivan
Keyword(s):  
Conflict Management ◽  
Communication Skills ◽  
Management Education
Sign in / Sign up

Export Citation Format

Share Document