A perspective on simulated patients’ and patient-educators’ teaching of communication skills

Abdoolraheem, Mohammad Yusuf; Zeina, Mohamad

doi:10.1111/medu.13646

Cited by 3 publications

(2 citation statements)

References 3 publications

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“…These practical exercises can take several forms. They can be performed on humans (usually patients) as well as on animals, for example the practice of complex surgeries or interventional procedures such as heart valve replacement, as well as on models specially created for an intervention, as in this study (6)(7)(8). Undoubtedly, a non-living model is the most favourable solution, because it minimises ethical concerns.…”

Section: Discussionmentioning

confidence: 99%

Conisation course for medical students-experience from a German University Hospital

Takács

Solomayer

Hamza

et al. 2020

J Turkish German Gynecol Assoc

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Objective: Conisation of the cervix is one of the most common surgical procedures in gynaecology. Nevertheless, surgical expertise is required because if the cone is too small, the oncological risk increases and if the cone is too large, the obstetric risk increases. The aim of this prospective study was to investigate the suitability of an in-house conisation simulator for teaching medical students the practical performance of conisation. Material and Methods:Following a demonstration, students performed a loop conisation with a target depth of 8-10 mm using the simulator.Cone biopsy dimensions were analysed and a loop electrosurgical excision procedure (LEEP) score was calculated. The students were surveyed using a questionnaire of 12 items with five possible responses for each in order to investigate the suitability and realism of the teaching experience.Results: Eighty-nine students participated in the course. The median (range) cone depth was 8 (3-25) mm with a standard deviation of 3.3 mm.The observed LEEP score amounted to 1.5. The questionnaire was answered by 88 students and completed by 86. Survey results showed the course was consistently rated as positive, especially towards the increase in practical skills. The questionnaire item producing the highest score was "I enjoyed the course" while the statement "I have gained enough self-confidence for the application of high-frequency surgery" received the lowest approval score. Students considered the course to be realistic and a helpful teaching exercise. Conclusion:Practical surgery exercises on the surgical simulator were received positively. Simulation training could be extended to other gynaecological operations and to other medical subjects. (J Turk Ger Gynecol Assoc 2020; 21: 79-83)

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Section: Discussionmentioning

confidence: 99%

Conisation course for medical students-experience from a German University Hospital

Takács

Solomayer

Hamza

et al. 2020

J Turkish German Gynecol Assoc

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“…Learning “best practices” in communication is a benefit to both patients and healthcare professionals [5,6,7,8], and in veterinary medicine it is also a benefit to the client [9,10,11]. The literature on communication in physician, nursing and pharmacy training is extensive [8,12,13,14,15,16,17,18,19,20,21,22,23,24,25,26,27], but less research has been conducted on communication in veterinary student training. Despite this limitation, extrapolation from other medical professions has allowed progress in establishing best practices for face-to-face interviews between veterinarians and their clients [28,29,30,31,32].…”

Section: Introductionmentioning

confidence: 99%

Analysis of Final Year Veterinary Students’ Telephone Communication Skills at a Veterinary Teaching Hospital

Sheats

Hammond

Kedrowicz

2018

Veterinary Sciences

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Client communication is a core clinical skill that is taught as part of the required curriculum at many veterinary colleges. Although much client communication occurs face-to-face, telephone communication is used to provide patient updates, relay results of diagnostic tests, and check on discharged patients. This research explored fourth year veterinary medical students’ telephone communication skills. We recorded and analyzed the transcripts of 25 calls students made to clients of three different services in the Veterinary Teaching Hospital. Additionally, we explored the perspectives of veterinary educators by distributing a survey to university faculty and house officers (n = 57). Results indicate that students excelled at identifying the patient and purpose of the call and incorporating professional language and clear explanations. They require development in providing structure and incorporating core communication skills. Compared with our survey results, the student findings are at odds with clinicians’ expectations of students’ communication abilities. We conclude that additional training is required to familiarize students with expectations regarding telephone communication, including reviewing the case thoroughly, preparing to answer questions and provide explanations, following organizational protocol, and incorporating open ended questions, reflective listening, and empathy. This data will inform design, and help to measure the impact, of telephone communication education and training that will be incorporated into the existing veterinary communication curriculum.

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Nomenclature des patients dans la formation des professionnels de la santé en fonction du rôle et de l'implication : une revue de littérature narrative

2022

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Problème de recherche : Les patients vivant avec une maladie et qui sont impliqués dans l'éducation des professionnels de la santé sont désignés par des termes différents. Pour y remédier, A.Towle a proposé un projet de taxonomie. Objectif : Notre objectif est d'extraire de la littérature les définitions données pour les termes suivants : (1) patient éducateur, (2) patient instructeur, (3) patient mentor, (4) patient partenaire, (5) patient enseignant, (6) patient volontaire afin d'identifier clairement leurs rôles et leur niveau d'implication. Méthodes : La recherche documentaire a été effectuée dans Medline, CINAHL, PsychInfo et Eric en ajoutant l'éducation médicale ou le professionnel de santé à nos mots-clés précédemment identifiés afin de s'assurer qu'il s'agit bien de littérature traitant de l'implication des patients dans l'éducation des professionnels de santé. Résultats : Certains termes font référence à des patients ayant une maladie ou simulés. Les rôles sont plus ou moins bien décrits mais peuvent faire référence à plusieurs termes. La notion d'implication est abordée, mais pas de manière spécifique. Conclusion : Définir explicitement les termes utilisés en fonction de la description des tâches et du niveau d'implication permettrait de contribuer à la taxonomie de Towle. Les patients se sentiraient ainsi plus légitimement impliqués dans la formation des professionnels de santé.

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A perspective on simulated patients’ and patient-educators’ teaching of communication skills

Cited by 3 publications

References 3 publications

Conisation course for medical students-experience from a German University Hospital

Conisation course for medical students-experience from a German University Hospital

Analysis of Final Year Veterinary Students’ Telephone Communication Skills at a Veterinary Teaching Hospital

Nomenclature des patients dans la formation des professionnels de la santé en fonction du rôle et de l'implication : une revue de littérature narrative

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