Related Introduction There are a number of different models of reflection that are utilised by professionals to evaluate past experiences.
The outcome of a consultation can be adversely affected by poor communication skills. There is therefore increasing emphasis on the teaching and assessment of communication skills in medical schools. The aim of this paper was to assess the potential of implementing a multi-faceted, interactive teaching approach, including an OSCE with video-taped feedback assessment as a teaching tool of communication skills.
Final year medical students were taught using traditional methods. The students were then videotaped in various clinical scenarios with a simulated patient. OSCE checklists of competence in communication skills were used to assess performance at the stations and these were marked by an examiner.
The videotapes were then reviewed and analysed by the student, their peers and their lecturer. After the feedback exercise students were asked to fill out a questionnaire.
The majority of students felt that the exercise helped them in their preparation for their final year examination. The videotaping of the scenario was not considered by most students to be a deterrent.
Positive comments of continued use of the OSCE scenarios with video assessment feedback as an aid to learning communication skills were noted. The implementation of a highly interactive teaching tool met with a favourable response by both students and tutors.
Introduction Communication is an essential part of an effective and positive consultation. Patient satisfaction is also positively linked to their perception of the quality of communication skills displayed by their doctor.
McGuire and Pitceathly Conversely, poor communication is often cited as the grounds for complaints against doctors. Poor communication may hamper the ability of a patient to deal with bad news and thereby affect there long term psychological adjustment. Davis Unfortunately medical students often view teaching sessions on communication skills as unnecessary and irrelevant to their development as clinicians.
This may be reflected in their attitude to these classes. They are often apathetic and disinterested in these sessions, and may disregard communication skills sessions, or simply not attend.
The new approach also involves the introduction of reflection and feedback over the course of the learning experience to provide reinforcement of learning.
To this end, a formative objective structured clinical examination OSCE was introduced as part of the communication skills exercise. The OSCE is viewed as a reliable tool for the assessment of clinical and communication skills.
Videotaping has been used for some time in the social sciences, and has proved an effective means of providing feedback and support for students during their development.
While the presence of the video camera may inhibit some students, the majority appears to adapt to its presence and do not object to this method of monitoring McGovern and Dean This paper recounts the experience of implementing an innovative programme for teaching communication skills to medical students in the final year of their MBBS programme.
The aim of the assessments was primarily to determine if the mode of teaching was acceptable to the students, who had been accustomed to traditional didactic methods of teaching, and secondly to determine if this approach is effective in improving communication skills.
METHODOLOGY This paper describes the implementation of a communication skills training module for undergraduate students, within a structured and non- threatening environment, and using a hierarchy of learning techniques to reinforce behavioural and attitudinal change.
The communication skills module developed for our students consisted of five stages. Students were introduced to various consultation models initially in a more traditional classroom setting. Consultation models discussed during these seminars included the Calgary - Cambridge Observation Guide; the Pendleton consultation model, the patient centred approach and the SEGUE framework.
Classroom sessions were also used to review important interview techniques and discuss strategies that could be used to improve the outcome of certain potentially difficult consultations.
Learner centred, experiential and interactive learning methods such as brainstorming and group discussions were used to develop frameworks for interviewing patients.The Gibbs () model of reflection suggests that the process of reflection is systematic and follows a number of specific steps in order to be successful.
This model of reflection is a type of formal reflection, which draws on research and puts forward a theory as to how most effectively put into practice to process of reflection.
In this reflection I am going to discuss a procedure that I have carried out whilst I have been on placement and the importance of infection control using the Aspetic Non Touch Technique (ANTT).
The procedure I am going to discuss is a dressing change to a leg ulcer which took place during a routine [ ]. Using Gibbs: Example of reflective writing in a healthcare assignment Description In a placement during my second year when I was working on a surgical ward, I was working under the supervision of my mentor, caring for a seventy-two year old gentleman, Mr Khan (pseudonym), who had undergone abdominal surgery.
Case Study One In this case study I will use Gibbs () model of reflection to write a personal account of an abdominal examination carried out in general practice under the supervision of my mentor, utilising the skills taught during the module thus far. Reflection using Gibbs Reflective Cycle Description.
I undertook a full assessment on a patient with a sacral pressure sore. The patient had . Clinical Reflection Essay Sample. In nursing school, we as students learn that critical thinking is an essential component in providing quality nursing care. According to Bittner and Tobin critical thinking is defined as being “influenced by knowledge and experience, using strategies such as reflective thinking as a part of learning to.