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401. Развитие коммуникативного образования в США

Author

Kadyrov, A. M., Кадиров, А. М., Kadyrov, A. M., and Кадиров, А. М.

Abstract

В статье дается анализ становления и развития современного коммуникативного образования в США, его основные тенденции. Рассматриваются основные концептуальные подходы создания теории коммуникаций как основы коммуникативного образования. Приводится пример междисциплинарного подхода к развитию теории коммуникации и построению коммуникативного образования. Показана вариативность современного коммуникативного образования в США как его специфическая особенность., The paper analyses formation,development and tendencies of modern communication studies in the USA; the conceptual approaches to the formation of the communication theory being applied. The author gives an example of interdisciplinary approach to the development of the theory of communication and communicative education. He also stresses the diversity of modern communication studies in the USA.

Published
2010

402. Kenntnisse und Einstellungen klinisch tätiger Ärzte zum Patienten-Gespräch

Author

Müller, Konstanze

Subjects
patient-orientated, medical interview, communication skills, communication training, medical education, doctor-patient communication
Abstract

Es gilt als wissenschaftlich erwiesen, dass die Kommunikationsstrukturen, in die Patienten während ihrer Therapie eingebunden sind, weitreichende Implikationen für die Diagnosegenauigkeit und das Behandlungsergebnis haben. Eine effektive Arzt-Patienten-Kommunikation verbessert nicht nur die Lebensqualität der Patienten, sondern birgt darüber hinaus Kostensenkungspotentiale in Form kürzerer Liegezeiten sowie einer geringeren Inanspruchnahme medizinischer Leistungen. Trotz der hinreichend dokumentierten Bedeutung ärztlicher Kommunikation für die medizinische Versorgung insgesamt und der Etablierung international anerkannter Unterrichtskonzepte zur Schulung kommunikativer Fertigkeiten wird ärztliche Gesprächskompetenz im deutschen Regelstudium bislang nicht ausreichend gefördert. Es stellt sich also die Frage, über welche Kenntnisse und Erfahrungen klinisch tätige Ärzte hierzulande verfügen und wie sie das Gespräch mit dem Patienten bewerten. Von der Hypothese ausgehend, dass Kenntnisse über die Vorteile effektiver Kommunikation die ärztliche Einstellung zum Patienten-Gespräch positiv beeinflussen und dass sich eine positive Einstellung im Gesprächsverhalten widerspiegelt, wurde das Kommunikationsverständnis von 93 in Berlin tätigen Krankenhausärzten mittels eines standardisierten Fragebogens untersucht. Der Fragebogen enthält einen von der American Academy on Physician and Patient entwickelten Test, der die Kommunika-tionsabsichten von Ärzten in fünf fiktiven Gesprächssituationen misst. In der Untersuchung konnte nachgewiesen werden, dass Kenntnisse die ärztliche Einstellung zum Gespräch positiv beeinflussen. Der Mehrheit der befragten Ärzte sind die Vorteile einer effektiven Kommunikation bewusst. Ihre positive Einstellung zeigt sich darin, dass das Gespräch als Grundlage zur Lösung und Erfassung von Problemen betrachtet wird und der erste Kontakt als prägend für die spätere Beziehung gilt. Obwohl im Gespräch meist wenig Zeit für einen tieferen Einblick in die soziale Situation des Patienten bleibt, betonen Ärzte die Bedeutung patientenorientierter Daten für die Diagnose. Diese Einstellung kommt auch in den ermittelten Kommunikationsabsichten zum Ausdruck. Während die Ärzte die Patientenschilderung der Beschwerden als wichtig für die Diagnose einstufen, wird die Sicht des Patienten in der fiktiven Gesprächssituation zugunsten objektiverer Diagnoseverfahren vernachlässigt. Trotz einer patientenorientierten Grundhaltung weist das ärztliche Kommunikationsverhalten in Teilen in Richtung eines Aktiv-Passiv-Modells, in dem die Mitarbeit des Patienten eingeschränkt ist. Die Daten belegen, dass Kommunikationsgrundlagen und Gesprächstechniken in der Ausbildung kaum vermittelt werden. Ob mit der Studienreform auch eine Bewusstseinsveränderung in der Medizin einsetzt, die anerkennt, dass Kommunikation keine Option, sondern eine Notwendigkeit ist, bleibt abzuwarten., Physician´s communication skills are widely acknowledged as playing a central role in clinical practice. Effective doctor-patient communication does not only increase patient´s satisfaction, compliance and medical outcome, but also saves costs by improving the efficiency of medical treatment. The teaching of communication has proved to be feasible and effective. Today it has become an integral part of the curricula at medical schools in the USA and Great Britain and is provided at undergraduate and postgraduate level. Despite the impact of effective communication on medical practice most medical students at German universities have not received any formal communication training during their education. This fact raises the question what do clinicians here know about the benefits of good communication and how do they assess the medical interview. The thesis is based on the hypothesis that knowledge about the benefits of effective communication will influence physicians´ attitudes towards the medical interview positively and this will be reflected in their communicaion behaviour. The survey carried out among 93 clinicians shows that they are aware of the benefits of effective communication. Their attitude towards the medical interview can be described as positive and patient-orientated. This is also reflected in their communication approach measured with the help of fictitious communication settings developed by the American Academy on Physician and Patient. Even though their general attitude towards communicating with patients is basically patient-orientated, clinicians tend to dominate the interaction and thus restrict patients´ participation and cooperation. The data prove that communication skills training is not an option but a necessity. Projects towards reforming medical education acknowledge developmental awareness for teaching doctor-patient communication skills.

Published
2006

403. Five years of EACH (European Association for Communication in Healthcare)

Author

Arnstein Finset, Adriaan Visser, Sandra van Dulmen, Christa Zimmermann, Wolf Langewitz, Michael Peltenburg, and Jozien M. Bensing

Subjects
Communication training, Underline, Provider-patient communication, Association (object-oriented programming), International Cooperation, Patient-Centered Care, Health care, Humans, Organizational Objectives, Communication research, Social science, Cooperative Behavior, Philosophy, Medical, Decision Making, Organizational, Societies, Medical, Health Services Needs and Demand, Physician-Patient Relations, business.industry, Communication, Research, Sequence analysis, General Medicine, Public relations, Organizational Policy, Europe, International collaboration, Paternalism, Training of trainers, Publishing, Cue-responding, Sociale Wetenschappen, Education, Medical, Continuing, business, Psychology, Forecasting
Abstract

Five years after launching EACH (European Association for Communication in Healthcare) we look back at what EACH achieved so far and announce new ideas and activities EACH plans to carry out in the near future. During the past five years several scientific, educational as well as societal changes have taken place in the area of communication in healthcare that all underline the need for continued international collaboration in line with the activities employed by EACH so far. Within communication research the focus has shifted from counting communication utterances to unraveling sequences of patient cues and provider responses. In the field of teaching it is becoming more and more common to attend to the training of trainers as well. Within these developments, new areas of interest arise and need attention. To comply with these increasing demands, EACH invites new persons to become a member of one of the recently launched committees in the area of research, teaching and publishing.

Published
2006

404. Einsatz von 'Standardisierten Eltern'

Author

Schultz, JH, Hoffmann, K, Lauber, H, Schönemann, J, Conrad, C, Kraus, B, Bosse, HM, Huwendiek, S, Hoffmann, GF, Herzog, W, Jünger, J, Nikendei, C, Schultz, JH, Hoffmann, K, Lauber, H, Schönemann, J, Conrad, C, Kraus, B, Bosse, HM, Huwendiek, S, Hoffmann, GF, Herzog, W, Jünger, J, and Nikendei, C

Abstract

Introduction: "Standardised patients" are finding increased application within medical training and have become an indispensable component of communication training for medical students. In the Anglo-American world, "standardised patients" are also employed in the postgraduate curriculum for resident physicians. In the German-speaking realm, however, there are currently no publications indicating the use of "standardised parents" in the specialist field of paediatrics. The basic recurring question concerning the extent to which training with "standardised parents" can be considered adequately realistic - a question which has already been raised in connection with the use of "standardised patients" - is of particular relevance in the case of highly experienced clinical staff. The degree to which feedback from "standardised parents" proves helpful in everyday clinical life also remains to be ascertained. Methods: In the current project, a communication training course involving "standardised patients", who simulated the parents and caregivers of ill children, was carried out with residents of Heidelberg University Clinic for Paediatric and Adolescent Medicine. 28 Accident and Emergency were trained in dealing with problems and difficult situations arising in communication with parents. Following the physician-parent dialogue, the respective physician received feedback from the actors, fellow medical peers and supervisors. The authenticity of the cases and their relevance in the context of a realistic training course for communication skills was assessed by means of a questionnaire for participants. Additionally, participants evaluated the quality of the feedback received following the physician-parent dialogue. Results: Physicians considered the training cases to be extremely authentic and of relevance regarding both the improvement of communication skills and confidence in dealing with the parents of ill children. Feedback from actors (Likert scale: M = 1.08; SD = 0., Einführung: "Standardisierte Patienten" (SP) sind simulierte Patienten, die sorgfältig und gewissenhaft trainiert wurden, um ihre erlernte Erkrankung in einer standardisierten und gleich bleibenden Art und Weise für didaktische Lehrzwecke zu präsentieren. SP werden in der Medizinischen Ausbildung zunehmend eingesetzt und sind inzwischen ein unverzichtbarer Bestandteil eines Kommunikationstrainings von Medizinstudenten. Auch für die Ausbildungscurricula von Assistenzärzten auf dem Weg zum Facharzt werden im angloamerikanischen Raum inzwischen SP eingesetzt. In der Pädiatrie wird die Verwendung von Schauspielern zu Schulungszwecken bisher nur vereinzelt beschrieben. Die wiederkehrende Frage nach einer ausreichenden Realitätsnähe und nach dem Nutzen ihres Feedbacks, wie sie bereits hinsichtlich des Einsatzes von SP aufgeworfen wurde, bleibt auch bei Schulungen mit "standardisierten Eltern", bei denen der Patient - das Kind - gar nicht oder nur teilweise anwesend ist, bestehen. Methode: In dem vorliegenden Projekt wurde für 28 Ärzte der Universitätsklinik für Kinder- und Jugendmedizin Heidelberg mit einer mittleren Berufserfahrung von 4,2 Jahren ein Kommunikationstraining mit "standardisierten Eltern" durchgeführt. Dazu wurden 13 Schauspieler anhand ausführlicher Rollenskripte für den Einsatz als "standardisierte Eltern" trainiert. Die Auswahl der Schauspieler erfolgte aus einem umfangreichen Pool an erfahrenen Schauspieler, die bereits Vorerfahrung im Einsatz als "standardisierte Patienten" hatten. Berufserfahrene pädiatrische Dienstärzte wurden anhand neun klinischer Szenarien im Umgang mit Problemen und schwierigen Gesprächssituationen im Kontakt mit Eltern erkrankter Kinder geschult. Im Anschluss an das Arzt-Eltern-Gespräch erhielten die trainierten Ärzte ein Feedback von den Schauspielern selbst, den teilnehmenden ärztlichen Kollegen ("peers") sowie den Supervisoren der Unterrichtsveranstaltungen. Mittels einer schriftlichen Evaluation der Teilnehmer wurde die Auth

Published
2007

405. Entwicklung und Evaluation eines Schulungsprogramms für Studenten im Praktischen Jahr in der Inneren Medizin

Author

Kraus, B, Briem, S, Jünger, J, Schrauth, M, Weyrich, P, Herzog, W, Zipfel, S, Nikendei, C, Kraus, B, Briem, S, Jünger, J, Schrauth, M, Weyrich, P, Herzog, W, Zipfel, S, and Nikendei, C

Abstract

Aims: Due to the discontinuation of the 18-month practical period called "Arzt im Praktikum" students need to be fit for their job as hospital doctors earlier than they used to which is supposed to be achieved by a change of the German curriculum towards a more practical approach. After a needs assessment by focus groups a training scheme for students in their final year matching these needs was being established and assessed at the Medical Hospital Heidelberg.Methods: We established a training scheme composed of four units: (1) Medical didactics, (2) time-management and training on ward rounds, (3) and difficult communication situations (4) on ward. These trainings were attended by 21 final year students from May to July 2005.Outcomes: The students were highly satisfied with the individual training units (values ranging from 1.56±0.81 to 1.93±1.16 / 1= "excellent", 6= "insufficient"). The qualitative analysis of the questionnaire comments also shows a consistently positive response. Especially the communication and ward round trainings were seen as being "close to reality", and it was considered very "sensible" training to practise difficult situations in a simulated setting at first.Conclusion: For the final year students, an important training segment for future medical work, options for clinical-practical training schemes, adequate in difficulty and setting, were established. This is a first step towards a curriculum for the final year., Zielsetzung: Durch den Wegfall des Ausbildungsabschnittes "Arzt im Praktikum" ist eine frühere Berufsfähigkeit der Medizinstudenten mit dem Abschluss des Praktischen Jahres geboten. Diese soll bei den Studierenden der Medizin unter anderem mit der Änderung der Approbationsordnung durch die Betonung einer verstärkten Praxisorientierung gefördert werden. Dennoch sind insbesondere für den Abschnitt des Praktischen Jahres vertiefte Anstrengungen notwendig, um die Medizinstudenten auf den Stations- und Klinikalltag vorzubereiten. In der vorliegenden Untersuchung wurde nach einer Bedarfsanalyse durch studentische Fokusgruppen ein Schulungsprogramm für Studenten im Praktischen Jahr (PJ) an der Medizinischen Klinik in Heidelberg etabliert und evaluiert.Methodik: An der Medizinischen Universitätsklinik Heidelberg wurde zum Sommersemester-Semester 2005 ein Schulungsprogramm mit den vier Einheiten: (1) Medizindidaktik, (2) Zeitmanagement, (3) Visitenführung und (4) Kommunikationstraining für schwierige Gesprächssituationen auf Station entwickelt. An den Schulungen nahmen von Mai bis Juli 2005 insgesamt 21 PJ-Studenten teil. Es wurde eine quantitative und qualitative Evaluation der Schulungseinheiten durchgeführt.Ergebnisse: Die einzelnen Schulungselementen wurden von den PJ-Studenten als ausgesprochen positiv bewertet (von 1,56±0,81 bis 1,93±1,16 / 1 = "sehr gut", 6 = "ungenügend"). Auch die qualitative Auswertung der Fragebogen-Kommentare zeigte eine durchweg positive Resonanz. Insbesondere wurde dem Kommunikations- und Visitentrainings ein "hoher Realitätsgrad" bescheinigt und begrüßt, dass schwierige Situationen zunächst in einem simulierten Setting geübt werden. Schlussfolgerung: Mit dem Schulungsangebot für Medizinstudenten des Praktischen Jahres wurde für die Vorbereitung der Studenten auf die zukünftige ärztliche Tätigkeit eine vom Schwierigkeitsgrad und Aufgabenfeld ausbildungsgerechte klinisch-praktische Schulungsmöglichkeiten geschaffen. Dies ist ein erster Schritt i

Published
2006

406. Kurs 'ärztliche Basisfähigkeiten' - Evaluation eines primärärztlich orientierten Unterrichtskonzepts im Rahmen der neuen Approbationsordnung

Author

Fischer, T, Chenot, JF, Kleiber, C, Kochen, MM, Simmenroth-Nayda, A, Staats, H, Herrmann-Lingen, C, Fischer, T, Chenot, JF, Kleiber, C, Kochen, MM, Simmenroth-Nayda, A, Staats, H, and Herrmann-Lingen, C

Abstract

Background and objective: To increase the practical orientation of medical student education in Germany, we have introduced a new mandatory course into the 3rd study year. This course combines doctor-patient communication training sessions with practical skills such as taking blood, changing dressings, etc. The primary care point of view to these topics was emphasized. The study describes the course and an evaluation of its effects on basic medical skills. Methods: Learning progress was measured using an anonymous self-evaluation questionnaire. Students graded their own competence in each individual course element using a 1-6 point scale (1='excellent' to 6='insufficient'). To objectify the learning process with regards to both practical skills and communicative competence we performed an "Objective Structured Clinical Examination" (OSCE).Results: Complete data are available from 154 of the 193 students participating in the course (average age 23.7 ±2.7 years). With regards to their competence in taking a case history, participants rated themselves with an average score of 3.99 before the course and an improved average score of 2.42 afterwards (P<0.0001). Students gave themselves credit for definite improvement in practical skills as well. Neither gender, age nor earlier medical training had any effect of the self-evaluation. Results of self-reported questionnaires corresponded well with the test results of the OSCE (N=193). Female students had significantly better results in the global rating in the communicative sections of the OSCE test than their male counterparts. Overall, the general evaluation of the course (grade 1.93) and its value for later medical competence (1.97) were very high in comparison to the average values for medical seminars at this university.Conclusion: We found high effects on clinical competence both in self-reported evaluations of the course and in the OSCE. A longitudinal study is under way in order to investigate to what extent this semi, Zielsetzung: Die Arbeit beschreibt Ablauf und Evaluation eines neuen Pflichtkurses "Ärztliche Basisfähigkeiten" im 1. klinischen Semester. Dieser Kurs verbindet Übungen zur Arzt-Patienten-Kommunikation mit praktischen Übungen in Fertigkeiten wie Blutentnahme, Anlegen von Verbänden, etc. und greift dabei die Vorgabe zu einer stärkeren Praxisorientierung des Studiums entsprechend der neuen Approbationsordnung auf.Methodik: Selbsteinschätzung des Lernfortschritts der Studierenden gemäß einer Kompetenzskala sowie eine auf dem Schulnotensystem (1-6) beruhende Beurteilung der einzelnen Kurselemente. Fremdeingeschätzte Objektivierung des Lernerfolgs mittels einer "Objective Structured Clinical Examination" (OSCE).Ergebnisse: 154 der 193 Kursteilnehmer (Durchschnittsalter 23,7 (±2,7) Jahre) haben an der Befragung teilgenommen. Bezüglich ihrer Kompetenz in Anamneseerhebung gaben die Studierenden eine Verbesserung von der Durchschnittsnote 3,99 vor dem Kurs auf 2,42 an (p<0,0001). In den praktischen Fertigkeiten schätzten die Studierenden ihre Lernfortschritte ebenfalls als hochsignifikant ein. Weder Geschlecht, Alter noch vorherige medizinische Ausbildung hatten dabei auf den selbsteingeschätzten Lernerfolg Einfluss. Die fremdeingeschätzten Prüfungsergebnisse der OSCE (193 Teilnehmer) bestätigten das Erreichen der Lernziele durch die große Mehrzahl der Studierenden und korrespondieren gut mit den selbsteingeschätzten Beurteilungen. Weibliche Studierende erzielten dabei in den kommunikativen Prüfungsteilen in der Globalbeurteilung und in der Einschätzung durch die Simulationspatienten signifikant bessere Ergebnisse, nicht jedoch in der Checklistenbeurteilung. Die Gesamtbeurteilung des Kurses (Note 1,93) und der Bedeutung für die spätere ärztliche Kompetenz (1,97) fielen, verglichen mit den Durchschnittswerten der medizinischen Fakultät, sehr gut aus.Schlussfolgerungen: Sowohl in der Selbsteinschätzung als auch in der fremdeingeschätzten Abschlussprüfung ergab sich ein deutlic

Published
2005

407. A study on the professional lives of Anadolu University School of Communication Sciences graduates

Author

Atabek, Nejdet, Ünlü, Sezen, and Taşcı, Deniz

Subjects
Communication training, İletişim fakültesi, İletişim eğitimi, Communication faculty
Abstract

Url: http://josc.selcuk.edu.tr/article/view/1075000387, İletişim fakültelerinin sayısının hızla arttığı günümüz Türkiye'sinde, bu kurumlar dan mezun olanların iş yaşamına atılmalarıyla birlikte ne gibi durumlarla karşılaştıklarının bilinmesi önemlidir. Mezunların, eğitim kurumunun eleman yetiştirmeyi hedeflediği sektöre veya meslek gruplarına ne oranda girebildiği araştırılması gereken bir konudur. Böyle bir araştırma, sadece mevcut durumu ortaya çıkarmaya hizmet etmez. Daha da önemlisi, söz konusu eğitim kurumuna ders programlarım ve eğitim politikalarını amaçları doğrultusunda gözden geçirme olanağı da sağlar. Bu makalede Anadolu Üniversitesi İletişim Bilimleri Fakültesi mezunlarının okulu bitirmeleriyle birlikte karşı karşıya geldikleri iş yaşamına ilişkin iş bulma, meslek seçimi gibi sorunları araştırmıştır., In Turkey the number of communication schools is rapidly increasing and it is important to be aware of the circumstances that the graduates of these schools will face once they enter the professional world. The percentage of graduates which can succeed in getting jobs that are aimed by the educational institution should be carefully investigated. A research like this will not only clearify the current situation but more importantly it will create an opportunity for the institution to review its cirruculum and educational policies with respect to its goals. In this essay, some problems of the Anadolu University Communication School alumni face once they graduate, such as choosing a profession and finding a job, are investigated.

Published
2000

408. Effects of video interaction analysis training on nurse–patient communication in the care of the elderly

Author

Caris-Verhallen, W.M.C.M., Kerkstra, A., Bensing, J., and Grypdonck, M.H.F.

Subjects
Elderly care, Nurse–patient interaction, Communication training, education, Sociale Wetenschappen, Observation study
Abstract

This paper describes an empirical evaluation of communication skills training for nurses in elderly care. The training programme was based on Video Interaction Analysis and aimed to improve nurses’ communication skills such that they pay attention to patients’ physical, social and emotional needs and support self care in elderly people. The effects of the training course were measured in an experimental and control group. They were rated by independent observers, by comparing videotapes of nursing encounters before and after training. Forty nurses participated in 316 videotaped nursing encounters. Multi-level analysis was used to take into account similarity among same nurse encounters. It was found that nurses who followed the training programme, provided the patients with more information about nursing and health topics. They also used more open-ended questions. In addition, they were rated as more involved, warmer and less patronizing. Due to limitations in the study design, it could not be demonstrated that these findings can entirely be ascribed to the training course. Further research, incorporating a randomized controlled design and larger sample sizes, is recommended to determine whether the results can be attributed to this specific type of training.

Published
2000

409. Promoting patient participation in healthcare interactions through communication skills training: A systematic review.

Author

D'Agostino TA, Atkinson TM, Latella LE, Rogers M, Morrissey D, DeRosa AP, and Parker PA

Subjects
Humans, Communication, Health Personnel education, Patient Participation
Abstract

Objective: To present literature on training patients in the use of effective communication skills., Methods: Systematic searches were conducted in six databases. References were screened for inclusion through several phases. Extracted data included intervention study design, sample characteristics, content and structure of training programs, outcomes assessed, and findings reported., Results: A total of 32 unique intervention studies were included. Most targeted primary care or cancer patients and used a randomized controlled study design. Interventions used a variety of training formats and modes of delivering educational material. Reported findings suggest that communication training is an effective approach to increase patients' total level of active participation in healthcare interactions and that some communication behaviors may be more amenable to training (e.g., expressing concerns). Trained patients do not have longer visits and tend to receive more information from their providers. Most studies have found no relationship between communication training and improved health, psychosocial wellbeing, or treatment-related outcomes., Conclusions: Findings reinforce the importance and potential benefits of patient communication training., Practice Implications: Additional research is warranted to determine the most efficacious training programs with the strongest potential for dissemination., (Copyright © 2017 Elsevier B.V. All rights reserved.)

Published
2017
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410. Medical students can teach communication skills - a mixed methods study of cross-year peer tutoring.

Author

Nomura O, Onishi H, and Kato H

Subjects
Cooperative Behavior, Educational Measurement, Female, Focus Groups, Humans, Japan, Male, Program Evaluation, Qualitative Research, Young Adult, Communication, Education, Medical, Undergraduate standards, Peer Group, Students, Medical, Teaching
Abstract

Background: Cross-year peer tutoring (CYPT) of medical students is recognized as an effective learning tool. The aim of this study is to investigate the non-inferiority of the objective outcome of medical interview training with CYPT compared with the results of faculty-led training (FLT), and to explore qualitatively the educational benefits of CYPT., Methods: We conducted a convergent mixed methods study including a randomized controlled non-inferiority trial and two focus groups. For the CYPT group, teaching was led by six student tutors from year 5. In the FLT group, students were taught by six physicians. Focus groups for student learners (four tutees) and student teachers (six tutors) were conducted following the training session., Results: One hundred sixteen students agreed to participate. The OSCE scores of the CYPT group and FLT group were 91.4 and 91.2, respectively. The difference in the mean score was 0.2 with a 95% CI of -1.8 to 2.2 within the predetermined non-inferiority margin of 3.0. By analyzing the focus groups, we extracted 13 subordinate concepts and formed three categories including 'Benefits of CYPT', 'Reflections of tutees and tutors' and 'Comparison with faculty', which affected the interactions among tutees, tutors, and faculty., Conclusions: CYPT is effective for teaching communication skills to medical students and for enhancing reflective learning among both tutors and tutees.

Published
2017
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411. Evaluating veterinary practitioner perceptions of communication skills and training.

Author

McDermott MP, Cobb MA, Tischler VA, Robbé IJ, and Dean RS

Subjects
Adult, Aged, Education, Continuing, Education, Veterinary, Female, Humans, Male, Middle Aged, Surveys and Questionnaires, United Kingdom, United States, Veterinarians statistics & numerical data, Young Adult, Attitude of Health Personnel, Clinical Competence, Communication, Veterinarians psychology
Abstract

A survey was conducted among veterinary practitioners in the UK and the USA in 2012/2013. Thematic analysis was used to identify underlying reasons behind answers to questions about the importance of communication skills and the desire to participate in postgraduate communication skills training. Lack of training among more experienced veterinary surgeons, incomplete preparation of younger practitioners and differences in ability to communicate all contribute to gaps in communication competency. Barriers to participating in further communication training include time, cost and doubts in the ability of training to provide value. To help enhance communication ability, communication skills should be assessed in veterinary school applicants, and communication skills training should be more thoroughly integrated into veterinary curricula. Continuing education/professional development in communication should be part of all postgraduate education and should be targeted to learning style preferences and communication needs and challenges through an entire career in practice., (British Veterinary Association.)

Published
2017
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412. Examining the Effects of Communication Training and Team Composition on the Decision Making of Patriot Air Defense Teams

Author

GEORGE MASON UNIV FAIRFAX VA DEPT OF OPERATIONS RESEARCH AND APPLIED STATISTICS, Adelman, Leonard, Bresnick, Terry, Christian, Matthew, Gualtieri, James, GEORGE MASON UNIV FAIRFAX VA DEPT OF OPERATIONS RESEARCH AND APPLIED STATISTICS, Adelman, Leonard, Bresnick, Terry, Christian, Matthew, and Gualtieri, James

Abstract

An experiment investigating the effect of communication training and four group composition variables was performed with Patriot air defense teams for two different types of aircraft identification tasks. It was predicted that communication training would significantly enhance communication quantity and quality and, in turn, team performance for both tasks. Although the training did sometimes improve team communications processes, it did not improve team performance. The variable that had the biggest positive effect on communication quality and team performance was the number of hours a team had worked together. This effect was only found, however, for the type of task for which Patriot teams routinely train. It did not transfer to the less frequent and more cognitively stressing task where there is conflicting information about unknown aircraft, as in the U.S.S. Vincennes tragedy.

Published
1997

413. Communicatieve vaardigheden: trainingen voor studenten

Author

Goedhuys, Jo

Subjects
communication training
Abstract

In de training 'communicatieve vaardigheden' krijgen de studenten van in het begin een oefening voorgeschoteld: in duo's moeten ze van elkaar te weten komen wat ze van deze training verwachten. Hoe staan ze er tegenover ? Wat hopen ze te kunnen leren ? Waar zien ze tegen op ? In pleno rapporteren ze vervolgens de verwachtingen van de ander. Deze oefening is volledig congruent met het 'model' zelf: ze toont de voorkennis waar een beroep op kan worden gedaan, de specifieke interesses, de hindernissen waarmee rekening zal moeten worden gehouden, enzovoor. Tijdnes deze rapportage over wat de mede-student zojuist heeft verteld, blijken telkens weer misverstanden te rijzen. Deze worden gebruikt om de groep warm te maken voor het feit dat het goed begrijpen van elkaar geen vooraf gegeven evidentie is. Los van het 'model' en de druk die daar soms vanuit gaat, wordt aangetoond dat communicatie in het gewone leven (bijvoorbeeld in deze eerste oefening) al prolematisch kan verlopen, en dat het de aandacht van de huisarts meer dan waard is. ispartof: Huisarts Nu vol:9 pages:351-354 status: published

Published
1994

415. Five years of EACH (European Association for Communication in Healthcare)

Subjects
International collaboration, Communication training, Provider-patient communication, Cue-responding, Sequence analysis, Communication research
Abstract

Five years after launching EACH (European Association for Communication in Healthcare) we look back at what EACH achieved so far and announce new ideas and activities EACH plans to carry out in the near future. During the past five years several scientific, educational as well as societal changes have taken place in the area of communication in healthcare that all underline the need for continued international collaboration in line with the activities employed by EACH so far. Within communication research the focus has shifted from counting communication utterances to unraveling sequences of patient cues and provider responses. In the field of teaching it is becoming more and more common to attend to the training of trainers as well.Within these developments, new areas of interest arise and need attention. To comply with these increasing demands, EACH invites new persons to become a member of one of the recently launched committees in the area of research, teaching and publishing.

Published
2006

416. Educational interventions to train healthcare professionals in end-of-life communication: a systematic review and meta-analysis.

Author

Chung HO, Oczkowski SJ, Hanvey L, Mbuagbaw L, and You JJ

Subjects
Humans, Observational Studies as Topic, Randomized Controlled Trials as Topic, Communication, Education, Medical, Terminal Care
Abstract

Background: Practicing healthcare professionals and graduates exiting training programs are often ill-equipped to facilitate important discussions about end-of-life care with patients and their families. We conducted a systematic review to evaluate the effectiveness of educational interventions aimed at providing healthcare professionals with training in end-of-life communication skills, compared to usual curriculum., Methods: We searched MEDLINE, Embase, CINAHL, ERIC and the Cochrane Central Register of Controlled Trials from the date of inception to July 2014 for randomized control trials (RCT) and prospective observational studies of educational training interventions to train healthcare professionals in end-of-life communication skills. To be eligible, interventions had to provide communication skills training related to end-of-life decision making; other interventions (e.g. breaking bad news, providing palliation) were excluded. Our primary outcomes were self-efficacy, knowledge and end-of-life communication scores with standardized patient encounters. Sufficiently similar studies were pooled in a meta-analysis. The quality of evidence was assessed using GRADE., Results: Of 5727 candidate articles, 20 studies (6 RCTs, 14 Observational) were included in this review. Compared to usual teaching, educational interventions to train healthcare professionals in end-of-life communication skills were associated with greater self-efficacy (8 studies, standardized mean difference [SMD] 0.57;95% confidence interval [CI] 0.40-0.75; P < 0.001; very low quality evidence), more knowledge (4 studies, SMD 0.76;95% CI 0.40-1.12; p < 0.001; low quality evidence), and improvements in communication scores (8 studies, SMD 0.69; 95% CI 0.41-0.96; p < 0.001; very low quality evidence). There was insufficient evidence to determine whether these educational interventions affect patient-level outcomes., Conclusion: Very low to low quality evidence suggests that end-of-life communication training may improve healthcare professionals' self-efficacy, knowledge, and EoL communication scores compared to usual teaching. Further studies comparing two active educational interventions are recommended with a continued focus on contextually relevant high-level outcomes., Trial Registration: PROSPERO CRD42014012913.

Published
2016
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417. Communication dyad training for individuals with brain injury and everyday communication partners

Author

Lane, Mary Katherine Grace

Subjects
Brain injury, Partner training, Communication training, Cognitive-communicative impairment, Pragmatic language deficits, Discourse deficits
Abstract

Individuals with brain injury are in need of speech and language therapy to improve impaired cognitive-communicative skills. Including significant communication partners (e.g., caregivers, spouses or parents) in intervention encourages carryover of skills practiced in therapy to natural communication contexts. Additionally, unimpaired partners benefit from training on how to communicate more effectively and and support the partner’s use of compensatory strategies for impaired cognitive skills. The objective of this multiple single case study was to evaluate the outcomes of a training program delivered to two dyads (Dyad B. and Dyad W.) composed of an adult with brain injury and an everyday communication partner. Participant dyads were recruited from a local brain injury support group. Training consisted of a four-week program during which participants received brain injury education, developed and monitored progress on goals, received instruction on communication strategies, and engaged in self-evaluation and role-play activities. Dependent variables were progress on individual goals, analysis of discourse variables, and the LaTrobe Communication Questionnaire. Treatment effects included a decrease in the amount of overlapping speech and an increase in the proportion of obliges and responses relative to comments for Dyad B., and increased deficit awareness and decreased conversation dominance on the part of the participant with brain injury for Dyad W. Results of the study showed that communication dyads affected by brain injury benefit from short-term training provided to both partners.

Published
2014

419. Effects of video interaction analysis training on nurse–patient communication in the care of the elderly

Subjects
Elderly care, Nurse–patient interaction, Communication training, education, Observation study
Abstract

This paper describes an empirical evaluation of communication skills training for nurses in elderly care. The training programme was based on Video Interaction Analysis and aimed to improve nurses’ communication skills such that they pay attention to patients’ physical, social and emotional needs and support self care in elderly people. The effects of the training course were measured in an experimental and control group. They were rated by independent observers, by comparing videotapes of nursing encounters before and after training. Forty nurses participated in 316 videotaped nursing encounters. Multi-level analysis was used to take into account similarity among same nurse encounters. It was found that nurses who followed the training programme, provided the patients with more information about nursing and health topics. They also used more open-ended questions. In addition, they were rated as more involved, warmer and less patronizing. Due to limitations in the study design, it could not be demonstrated that these findings can entirely be ascribed to the training course. Further research, incorporating a randomized controlled design and larger sample sizes, is recommended to determine whether the results can be attributed to this specific type of training.

Published
2000

421. Engaging Students: Using Video Clips of Authentic Client Interactions in Pre-Clinical Veterinary Medical Education.

Author

Hafen M Jr, Siqueira Drake AA, Rush BR, and Sibley DS

Subjects
Curriculum, Humans, Communication, Education, Veterinary methods, Problem-Based Learning, Teaching, Video Recording
Abstract

The present study evaluated third-year veterinary medical students' perceptions of a communication lab protocol. The protocol used clips of fourth-year veterinary medical students working with authentic clients. These clips supplemented course material. Clips showed examples of proficient communication as well as times of struggle for fourth-year students. Third-year students were asked to critique interactions during class. One hundred and eight third-year students provided feedback about the communication lab. While initial interest in communication proved low, interest in communication training at the end of the course increased substantially. The majority of students cited watching videos clips of authentic client interactions as being an important teaching tool.

Published
2015
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422. Communication Training as Described by Independent Practitioners: A First Look.

Author

McGehee, Christina D. and Webb, Lynne M.

Subjects
COMMUNICATION education, COMMUNICATION of technical information, TEACHING research, BUSINESS teachers, CONTRACTING out, EMPLOYMENT
Abstract

The article presents research on the study and teaching of communication. Communications trainers who work as independent contractors to corporations and other organizations to teach employees skills in business and technical writing and presentation techniques are surveyed on their work, salaries, and work environment. The respondents indicated their are wide disparities between organizations in what they are asked to do, the time allotted to employees for their training programs, and in the rate of pay for their services.

Published
2008

423. Family therapy for adolescents with ADHD.

Author

Robin AL

Subjects
Adolescent, Adult, Humans, Attention Deficit Disorder with Hyperactivity therapy, Family Conflict psychology, Family Therapy methods
Abstract

Adolescents with attention deficit hyperactivity disorder (ADHD) and their parents experience a great deal of conflict and coercion because the executive function deficits of ADHD interact with the parents' characteristics, family stress, and parenting practices. This article provides a step-by-step description of the defiant teen approach to family therapy, which is designed to help adolescents with ADHD and their parents reduce conflict and coercion. The article also summarizes 2 studies supporting the effectiveness of the defiant teen approach., (Copyright © 2014 Elsevier Inc. All rights reserved.)

Published
2014
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424. Teaching general practitioners and doctors-in-training to discuss advance care planning: evaluation of a brief multimodality education programme.

Author

Detering K, Silvester W, Corke C, Milnes S, Fullam R, Lewis V, and Renton J

Subjects
Adult, Attitude of Health Personnel, Computer Simulation, Female, Humans, Male, Patient Simulation, Young Adult, Advance Care Planning, General Practice education, Physician-Patient Relations, Terminal Care
Abstract

Objective: To develop and evaluate an interactive advance care planning (ACP) educational programme for general practitioners and doctors-in-training., Design: Development of training materials was overseen by a committee; informed by literature and previous teaching experience. The evaluation assessed participant confidence, knowledge and attitude toward ACP before and after training., Setting: Training provided to metropolitan and rural settings in Victoria, Australia., Participants: 148 doctors participated in training. The majority were aged at least 40 years with more than 10 years work experience; 63% had not trained in Australia., Intervention: The programme included prereading, a DVD, interactive patient e-simulation workshop and a training manual. All educational materials followed an evidence-based stepwise approach to ACP: Introducing the topic, exploring concepts, introducing solutions and summarising the conversation., Main Outcome Measures: The primary outcome was the change in doctors' self-reported confidence to undertake ACP conversations. Secondary measures included pretest/post-test scores in patient ACP e-simulation, change in ACP knowledge and attitude, and satisfaction with programme materials., Results: 69 participants completed the preworkshop and postworkshop evaluation. Following education, there was a significant change in self-reported confidence in six of eight items (p=0.008 -0.08). There was a significant improvement (p<0.001) in median scores on the e-simulation (pre 7/80, post 60/80). There were no significant differences observed in ACP knowledge following training, and most participants were supportive of patient autonomy and ACP pretraining. Educational materials were rated highly., Conclusions: A short multimodal interactive education programme improves doctors' confidence with ACP and performance on an ACP patient e-simulation., (Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://group.bmj.com/group/rights-licensing/permissions.)

Published
2014
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425. Do pediatric hematology/oncology (PHO) fellows receive communication training?

Author

File W, Bylund CL, Kesselheim J, Leonard D, and Leavey P

Subjects
Cross-Sectional Studies, Female, Humans, Male, Communication, Fellowships and Scholarships, Hematology education, Medical Oncology education, Pediatrics education
Abstract

Purpose: The Accreditation Council for Graduate Medical Education (ACGME) has established communication as a core competency for physicians in training. However, data suggest that most pediatric residents perceive inadequate training in the delivery of bad news and the majority of former trainees in pediatric oncology received no formal training in the delivery of bad news during fellowship. The study examines communication training in ACGME accredited US pediatric hematology-oncology (PHO) fellowship programs., Methods: An online survey was distributed to 315 PHO fellows in training via the American Society of Pediatric Hematology/Oncology (ASPHO) fellow email registry. Each fellow received an initial request to participate and 2 reminders, while participation was encouraged through a random incentive drawing., Results: One hundred and ten fellows (35%) responded. Eighty percent of respondents perceived communication training to be important to fellow education, however only 32% reported receiving communication training (other than direct observation). The most common reported teaching method of fellowship communication training was formal lecture (42%). Twenty-three percent of respondents reported neither communication training nor frequent feedback on their communication skills from faculty observation. This same group was the least satisfied with their programs' approach to teaching communication (P < 0.001)., Conclusions: There is limited communication training in PHO fellowships despite ACGME requirements and fellows' interest in this training. Didactic learning remains the most frequently described training method, yet educational theory identifies the limitation of didactic lectures alone. Communication training employing novel teaching methods and emphasizing communication challenges identified by fellows should be developed and evaluated., (© 2013 Wiley Periodicals, Inc.)

Published
2014
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426. The Relationship Between Self-Concept and Empathic Communicative Ability

Author

Chovanetz, Benjamin Albin

Subjects
communication training, self-concept, empathy, Self-perception, Empathy, Interpersonal relations
Abstract

This study deals with the following question': "Who is most 'trainable' as an effective empathic communicator?" In the process it will attempt to determine if self-concept is significantly correlated with communicative ability, specifically the ability to respond empathically to others. Measurement of self-concept will employ the Tennessee Self Vie Scale which will be administered to the members of an undergraduate speech course, Speech 360. Tests measuring the levels of empathic discrimination and empathic communication will be given to the same population in determining empathic communicative ability scores.

Published
1973

427. Assessment of the Effects of Communication Training on the Adult Elderly and the Assisting Adult Child

Author

Goldstein, Roberta Eisman

Subjects
parent child relationship, Parent and adult child., Communication in families., adult children of elderly parents, communication training
Abstract

This study examined the effects of Systematic Training for Effective Parenting (STEP) on affection, communication, and relationship between elderly parents and their assisting adult children. Twenty-eight pairs of parents and children were randomly assigned to treatment or control groups. Subjects took Quinn's Family Life Questionnaire as pre-, post-, and follow-up tests. Parents and children in the treatment groups attended a four-session STEP workshop. No significant differences were found on the 2 x 2 analysis of variance for repeated measures for the parents or adult children. Quinn's affection and relationship variables approached significance for the parents over time. His variable affection approached significance for the children over time, irrespective of group. Agreement approached significance for children in the treatment group. The results for the parents regarding affection suggest that the study may have emphasized their feelings of trust. Although the data for relationship approached significance, it was negative, indicating that parents in the treatment group may have reduced their interaction with their assisting children perhaps because they were learning new communication skills. The data for the children regarding affection approached significance, but it was negative, suggesting they felt free to question their feelings about themselves and their parents. The results for children in the treatment group regarding agreement may suggest that the study increased their awareness of areas of agreement with their parents. When the data for parents and children were compared, communication approached significance for the parents; that is, they felt more comfortable with their communication with their children than did their children. The variables affection and perception showed significance. The elderly parents perceived their relationship with their children more positively than did their children. Absence of statistically significant data may be explained because Quinn's Family Life Questionnaire was not sensitive enough. Analysis of covariance might have identified significant findings. Increasing the number of participants and informing them of the purpose of the study might also affect a repeated study.

Published
1990

428. Communication training and patient satisfaction: A randomized trial study from Mashhad, Iran.

Author

Yazdi NA, Tavafian SS, Emadzadeh A, Kazemnejad A, and Ghofranipour F

Abstract

Background: In many healthcare systems, client satisfaction has been considered as an important indicator of primary healthcare quality. Hence communication education might be leading to better quality of family planning services and higher client satisfaction. This study aimed to evaluate to what extent the communication skills training program could improve client satisfaction., Methods: This was a randomized controlled trial undertaken in health centers of Mashhad University Medical Sciences, Mashhad, Iran from July to September 2004. Eligible participants were from two population targets, including healthcare providers and their clients. All 35 health centers were randomly divided into intervention (n = 17) and control groups (n = 18). The healthcare providers were working in intervention centers (n = 24) not in control centers (n = 27) received an additional communication skills training program in spite of routine education. Data regarding communication knowledge, attitude, and skills from healthcare providers and the satisfaction rate from the their clients (n = 47 client for each group) were collected at two time points., Results: This study showed that communication knowledge and skills of health workers improved significantly in the intervention group (P < 0.05). Furthermore the score of client satisfaction was significantly improved in the intervention group after 1 month follow-up (p < 0.05)., Conclusion: The communication skills training program is an effective intervention and may improve the satisfaction rate of clients.

Published
2008

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