Acquisition Of Communication Skills Research Articles

Self-management in patients with adult spinal deformity: a best practice implementation project.

The prevalence of adult spinal deformity (ASD) has increased in recent years. Patients often have to live for a prolonged period from the onset of the condition, up until the need for surgical treatment. Self-management plays a crucial role in disease progression and prognosis. This project aimed to promote evidence-based practices for the self-management of patients with ASD. This project was guided by the JBI Evidence Implementation Framework project and was conducted in the orthopedic department of a tertiary care hospital in China. A baseline audit was conducted to evaluate current practice against best practice recommendations. Barriers were identified and, after the implementation of improvement strategies, a follow-up audit was conducted to assess project effectiveness. A comparison between the baseline and follow-up audits revealed a significant increase in nurses' compliance with best practices (rising from 0%-64% to 97.7%-100%) in the following areas: improved health promotion behaviors by nurses in self-management of ASD patients; acquisition and application of communication skills with patients; increased availability of educational materials in the ward; and establishment of conservative treatment follow-up instructions for patients. For patients, the Visual Analog Scale of pain decreased from (2.72 ± 1.67) to (1.90 ± 1.14), the Oswestry Disability Index decreased from (49.96 ± 16.49) to (39.83 ± 18.97), self-management behaviors improved from (10.84 ± 4.31) to (19.52 ± 6.31), and maximum isometric muscle strength in the standing position increased from (179.48 ± 91.18)N to (250.03 ± 91.50)N, all with statistically significant improvements (p <0.05). For nurses, the knowledge questionnaire score improved from (34.83 ± 24.16) to (82.00 ± 11.11) (p <0.05). This project helped ASD patients improve self-management, alleviated their clinical symptoms, and improved nurses' knowledge of best practices. Future audits will be conducted to review long-term project outcomes. http://links.lww.com/IJEBH/A193.

The impact of nonlinear pedagogy on communication and skill acquisition

Study Purpose. The current investigation assessed the impact of hybrid nonlinear pedagogical models on skill acquisition and communication in physical education. Methods. The intervention group was instructed in physical education applying hybrid pedagogical models for a duration of 12 weeks. Conversely, the control groups adhered to the physical education curricula of their respective schools. Scales for skill acquisition and communication, which had been previously developed for use with students, were implemented both prior to and subsequent to the program. Comparing the two groups required the application of paired sample t-tests, two-way and one-way analyses of variance, and a Pearson correlation analysis. Results. In comparison to the control group, the intervention group demonstrated a substantial increase in communication and skill acquisition, according to the research findings. Enhancement of communication proficiency is observed in individuals who receive instruction through invasion game learning utilizing nonlinear pedagogy. The aforementioned conclusions are supported by the outcomes of paired sample t-tests, two-way Analysis of Variance (ANOVA), and one-way ANOVA: F &lt; 0.05 (F = 0.000 &lt; 0.05) and ρ &lt; 0.05 (ρ = 0.000 &lt; 0, 05) respectively. Additionally, the Skill Acquisition ability exhibited an improvement subsequent to receiving the intervention based on nonlinear pedagogy and invasion game learning. The significance of this is supported by the outcomes of the paired sample t-tests, two-way ANOVA, and one-way ANOVA: F &lt; 0.05 (F = 0.000 &lt; 0.05) and ρ &lt; 0.05 (ρ = 0.000 &lt; 0.05), respectively. Conclusions. The integration of hybrid nonlinear pedagogical models into physical education instruction through invasion games may facilitate students' communication development and skill acquisition. The results of this study provide motivation for physical education instructors to implement instructional techniques. Additionally, research is conducted into the effects of nonlinear pedagogy

Social Communication and Parent Verbal Responsiveness Across Interaction Contexts in Toddlers on the Autism Spectrum.

Interactions with caregivers during the ordinary activities that occur as families go about their everyday lives are critical to supporting children's acquisition of social communication and language skills. The purpose of this study was to examine child communication and parent verbal responsiveness across interaction contexts in 211 children (Mage = 20 months) on the autism spectrum (n = 121), with developmental delay (n = 46), or with typical development (n = 44). Families participated in up to eight activities during an hour-long, video-recorded home observation. We tested differences in the strength of associations between diagnostic group and interaction context using linear mixed-effects models, with child rate per minute of communication and proportions of parent follow-in comments and directives as outcome variables. Child communicative functions expressed across contexts were also examined. Children across groups communicated at significantly higher rates per minute during book sharing and play with people compared to other interaction contexts. Most child communication was for the function of joint attention during book sharing, for social interaction during play with people, and for behavior regulation during necessary activities such as family chores and meals. On average, parents of children responded using proportionally more follow-in comments during book sharing and play compared to necessary activities, during which parents used more follow-in directives. Results provide a glimpse into the dyadic communication that may occur within everyday activities at home, which supports the need for future intervention research and may aid clinicians seeking to identify activities that serve as important contexts for intervention.

Exploring the Acquisition of Social Communication Skills in Children with Autism: Preliminary Findings from Applied Behavior Analysis (ABA), Parent Training, and Video Modeling.

Social communication skills, especially eye contact and joint attention, are frequently impaired in autism spectrum disorder (ASD) and predict functional outcomes. Applied behavior analysis is one of the most common evidence-based treatments for ASD, but it is not accessible to most families in low- and middle-income countries (LMICs) as it is an expensive and intensive treatment and needs to be delivered by highly specialized professionals. Parental training has emerged as an effective alternative. This is an exploratory study to assess a parental intervention group via video modeling to acquire eye contact and joint attention. Four graded measures of eye contact and joint attention (full physical prompt, partial physical prompt, gestural prompt, and independent) were assessed in 34 children with ASD and intellectual disability (ID). There was a progressive reduction in the level of prompting required over time to acquire eye contact and joint attention, as well as a positive correlation between the time of exposure to the intervention and the acquisition of abilities. This kind of parent training using video modeling to teach eye contact and joint attention skills to children with ASD and ID is a low-cost intervention that can be applied in low-resource settings.

Rural Early Childhood Educators’ Perception of Music-Based Pedagogy in Teaching Communication Skills to Children

Early childhood care and Education is an important phase for impacting communication skills to children for building a strong sense of identity and belonging. The South African National Curriculum Framework (NCF) regards communication skills as one of the six early learning and development areas considered for Early Childhood and Education (ECCE). Caps Grade R admonishes educators to support learners with interpersonal Communication Skills and to develop their Cognitive Academic Language Proficiency by engaging them in activities that focus on rhymes. Thus, South African children need skillful educators to employ developmental implementation strategies to support their acquisition of these skills. Research shows that subjects like Life Skills, English Language, Civic Education, and Mathematics are successfully implemented using music-based pedagogy. However, because ECCE is relatively new in South Africa, there is no strong structure to support the ECCE/ECD (Early Childhood Development) educators in employing music-based pedagogies to teach communication skills to the children. This article focuses on the rural ECD/ECCE educators’ perception and experiences in employing music-based pedagogy to support the children’s acquisition of communication skills. The study was conducted at two ECD/ECCE centres in Northern Cape province, South Africa.This is participatory visual research where Six ECD/ECCE Educators were engaged in semi-structured interviews and reflective activities on how they facilitate communication skills using music. The study was informed by Vygotsky’s sociocultural theory. The educators supported music-based pedagogy, however, inadequate musical training, non-availability of musical resources, and non-inclusion of music as an independent subject in the CAPS/NRF documents are their constraints. In their pre-service teacher education programs, almost all South African institutions include creative arts training; the course is typically taught over one semester, and music is merely one of the various creative arts subfields. As a result, the pre-service teachers lack the necessary musical background to implement music-based instruction. In conclusion, the study recommends musical intervention training to empower ECD/ECCE educators. Keywords: Early Childhood Development, Rural Context, Music-Based Pedagogy Communication Skills.

Identifying Integration Barriers for Repatriated Young People in Armenia

The problem of repatriation is not new in the Armenian reality. Repatriation, as a process coordinated by the state (through official policy), with its periodicity and massiveness, draws special attention especially in the Soviet period of the Armenian history (in particular, in the case of the wave named "Great Repatriation" in 1946-1948 (Stepanyan, 2020)). Later, in the post-Soviet realities, although repatriation processes continue, they differ from previously organized manifestations, which creates the need for new studies reinterpreting the phenomenon. Along with the historical observations which provide important analytical perspectives, it is important to consider the conceptual foundations of the phenomenon of repatriation from a methodological point of view. In particular, according to distinct dictionary definitions of repatriation, it is the return from exile to the homeland, the return of prisoners of war and civilian population who are outside the borders of their homeland to their homeland as a result of military operations (Aghayan, 1976). Nevertheless, refraining from private definitions of the phenomenon, we will rely on the most general modern interpretations of repatriation, according to which repatriation is the process of returning to the country of departure or the ethnic homeland (regardless of the fact that sometimes the country of departure is not considered a homeland after generations (Barseghyan, 2019)). Moreover, it is important to study repatriation not only from the point of view of opportunities, but also from the point of view of the complex problems of the integration nature following the process. Turning to integration as a social phenomenon, we have used the approaches of Bosswick and Heckmann, according to which social integration is the inclusion of the immigrant in the context of the institutional relations of the host country, as well as in the context of social roles and statuses. The authors consider social integration at four interrelated levels: structural, cultural, interactive, and self-identification. In particular, at the structural level, the necessary rights and opportunities provided for immigrants to participate in the host country's social statuses and basic institutions (such as the economy and labor market, the education system, civic participatory processes, housing services) are considered. At the cultural level, the authors emphasize the inclusion of the immigrant in the cultural experiences of the host country, in which the acquisition of communication skills (i.e. language skills) about the host country's culture is of special importance. The interactive aspect of integration, in turn, implies the incorporation of the immigrant into the area of social networks and relationships of the host society. At the level of self-identification, Bosswick and Heckmann consider the immigrant's perceptions of self-identification and belonging to social groups in the host country (Bosswick, Heckmann, 2006). Together with all of this, in the context of the integration issue, we have highlighted the experience of young repatriates, in which risks of integrative nature, with their possible negative impact, can lead to irreversible consequences. Thus, from the point of view of the socialization process, young people are seen as a key stage of human development, during which a person transitions from childhood to adulthood, or, in other words, from a state of dependence to a state of independence or interdependence. It is during youth that the individual creates foundations for the roles of maturity with their decisions (moral, social, economic, cultural, civil) (UNICEF, 2011). Moreover, the problems characteristic of this stage are even more pronounced in the conditions of the migration experience of young people, which is accompanied by unique risk factors. Their short-term and long-term negative manifestations can have irreversible harmful consequences in an individual's life. In particular, at the personal level, these problems can be expressed by the loss of the possibility of full human development, and at the societal level, they can be seen by the waste of the social, economic and cultural development potential of both sending and host countries (IOM Glossary on Migration, 2019). Thus, within the framework of this article, the results of the analysis of the research data are presented, based on which the main features of the factors that serve as obstacles in the integration processes of the repatriated young people are identified. The article presents the heterogeneity of the mentioned factors (structural-institutional, social, cultural, identity), providing a multifaceted view of the current manifestations of repatriation.

The Development of an Instructional Model Based on the Theory of Goal Attainment to Improve Communication Skills for Continuing Education

This study investigates the factors influencing the development of communication skills among students at The People's Hospital of Guangxi Zhuang Autonomous Region. Recognizing the pivotal role of effective communication in healthcare, the research aims to identify key elements, such as the learning process, environment, teachers, and students, that significantly impact the acquisition of communication skills in a medical education context. The sample group was 30 students from The People's Hospital of Guangxi Zhuang Autonomous Region. The research was conducted in three steps: studying the factors that affect the development of communication skills, developing the instructional model, and the experimental and improvement process. The research instruments were a questionnaire about factors that affect the development of communication skills, an interview form about factors that affect the development of students' communication skills, lesson plans, an observation form about student behavior, an interview form about opinions on teaching, and a communication skills scale. Findings revealed: 1) Principal factors influencing communication skills development include the learning process, environment, teachers, and students, respectively; 2) An instructional model grounded in the Theory of Goal Attainment materialized, comprising four core components: a) principles, b) objectives, c) learning process, and d) results; and 3) Post-implementation of the instructional model based on the Theory of Goal Attainment, students exhibited higher communication skill scores compared to pre-experimental levels, attaining statistical significance at the 0.05 level.

International Student Mobility: Exploring the Psychological Effects on Identity Awareness on a Global Perspective

This paper delves into the multifaceted landscape of international student exchanges, illuminating their transformative power on identity formation, psychological resilience, cross-cultural competencies, and professional growth. Against a backdrop of increasing globalization, the education landscape has witnessed a surge in students seeking opportunities abroad. Drawing upon the intergroup contact theory, this essay explores how these educational voyages stimulate shifts in students identities as they navigate the cultural kaleidoscope, incorporating new values while preserving their traditional roots. Psychological challenges encountered during exchanges, including acculturative stress, pandemic-induced stress amplification, and academic hurdles, become crucibles for resilience and adaptation. The synergy between psychological factors and institutional support mechanisms highlights the potential for growth amid adversity. A central theme emerges, emphasizing the acquisition of global perspectives and cross-cultural communication skills as foundational pillars of students personal and professional evolution. In an era characterized by interconnected economies, these competencies offer graduates a competitive edge in the global job market, underscoring their significance in shaping future career trajectories. In conclusion, international student exchanges transcend geographical and cultural boundaries, fostering a global community of agile, culturally sensitive, and resilient individuals. While the scope of this exploration acknowledges inherent limitations, it mirrors the boundless potential of those who embark on the transformative journey of international exchanges, poised to shape a future marked by profound understanding and interconnectedness.

Formation and development of legal-communicative competence in the framework of higher legal education

Introduction. The solution of the formation and development problem of legal-communicative competence within the framework of higher education is one of the most urgent issues of legal education modernization, as the mastery of such competence is considered a component of professional suitability and is a special competitive advantage in the legal profession. The aim of the article is to analyse theoretical and practical aspects of the formation and development of legalcommunicative competence in accordance with its structural elements within the framework of higher legal education. Materials and methods. The complex content of the elements of legal-communicative competence determined the use of an interdisciplinary approach to its research and the application of legal, pedagogical, philological and psychological scientific methodologies. The materials of the research were scientific works devoted to the problems of communicative competence, various aspects of the formation and development of communicative competence in legal education, materials of scientific periodicals, dissertations, works of the world's leading scientists in the field of communicative competence, materials and reports of UNESCO in the field of education, which are publicly available on the Internet and in official reports. Results. The formation and development of legal-communicative competence can be considered through the prism of its structural elements formation. Pedagogical conditions for the formation and development of individual elements of legal-communicative competence include acquiring the skills of communicative competence in the study of various disciplines throughout the period of study (integration of theoretical and practical training, increased attention to legal practice, involvement of practicing lawyers in the educational process), as well as the acquisition of communicative skills in the framework of certain special disciplines (such as "Speech Culture and Business Communication", "Legal Conflictology", "Legal Argumentation", etc.). Conclusion. The practical significance of the results is determined by the development of recommendations for the formation of legal-communicative competence. The educational process should take into account the pedagogical conditions of the formation of communicative competence of future lawyers, which will ensure their readiness to interact in the professional sphere and to cooperate.

Evaluating feasibility and acceptability of an innovative personalized hybrid longitudinal communication skills training program.

428 Background: Effective patient-physician communication plays a vital role in providing care. Improved patient satisfaction and reduced burnout are among the many benefits of effective communication. Medical training in this area through didactic lectures, group discussions, and role play with feedback can facilitate better acquisition and honing of communication skills. We aimed to create a longitudinal training program assisting residents in developing communication skills. Methods: Internal Medicine (IM) residents participated in a 6-month project as part of their training. Residents completed a baseline questionnaire to assess confidence in communication skills, followed by a curriculum comprised of 3 x 1-hour sessions every 5 weeks where expert lecturers guided didactics on pertinent topics (e.g., delivering bad news, discussing goals of care (GOC), and completing a Practitioner Orders for Life-Sustaining Treatment (POLST)). Participants completed post-session surveys after each training, and a comprehensive post-training self-assessment. Comfort level was assessed on a 1-5 scale (1 least comfortable, 5 most comfortable) throughout the surveys. Results: Pre-intervention, most residents utilized “Ask, Tell, Ask (ATA)” (46.67%) and “Setting, Perception, Invitation, Knowledge, Emotion, Summarize (SPIKES)” (40%) frameworks to facilitate conversations with patients. Post-intervention, a greater number of residents utilized SPIKES (52.08%) compared to ATA (37.5%). 1st (PGY1) and 2nd (PGY2) year residents reported completing +25.71% and +60% more POLST forms post-intervention. In the inpatient (IP) setting, resident comfort levels in initiating GOC increased by +15.8% (for PGY1s) and +6.7% in total (all classes). Comfort levels in breaking bad news to patients in the IP setting increased by +9.09% (+24.14% for PGY1s specifically). PGY2s had the most substantial increase in comfort level in completing POLST forms (+21.08% IP, +31.52% outpatient (OP)), with an overall improvement in comfort from all classes of +12.32% (IP) and 12.53% (OP) post-intervention. Conclusions: This curriculum represents a helpful tool to improve physician-patient communication among IM residents. PGY1s demonstrated the most substantial improvement in confidence following the program, which may indicate the importance of prioritizing training for first year residents. Qualitative feedback from residents included distributing sessions throughout the year (beginning, middle, end), holding sessions in the intensive care unit (ICU) for applicability to patients in real-time, and continued instruction of practical skills. These findings may allow for future curriculum planning to help bolster trainee confidence and skills when facilitating meaningful conversations with their patients.

Acquisition of Communicative Skills by Foreign Students in a Multicultural Learning Environment

The study's relevance was determined by the lack of attention towards specific aspects of foreign students' acquisition of communicative skills in a multicultural setting and the need to record the psychological and pedagogical circumstances of academic activities that facilitate successful intercultural communication skills acquisition. This study aimed to provide evidence for theoretical claims and describe the experiment that aimed to validate the psychological and pedagogical conditions under which foreign students can acquire communicative skills within a multicultural environment at Kazakh University. To investigate the cognitive, emotional, and personality-based behavioural components of communicative skills, a range of valid methods were selected. The study was conducted using a mixed method. The research comprised 22 students from China, 14 students from the Republic of Korea, 19 students from Afghanistan, 20 students from the Republic of Iran, and 9 students from Vietnam, all pursuing their education in Kazakhstan at two universities. The research results showed that high levels of empathy and ethnic tolerance were obtained by 26.4% of the experimental group and 28.2% of the control group students respectively. It was found that conflict situations were more likely to arise as a result of competition, which was confirmed by 36.8% of the experimental group and 34.8% of the control group. The results obtained have significantly broadened the parameters of foreign students' learning and work activity's communicative and personality aspects.

A Qualitative Analysis of Experiences of Medical Students Serving as Abortion Doulas.

Innovative strategies are needed in clinical education to teach empathetic behavior and communication skills. This study aimed to investigate preclinical medical students' experiences volunteering as abortion doulas and to understand the impact of their participation on their professional training. In this qualitative study, the authors conducted semistructured interviews with medical students who had volunteered as abortion doulas in March to July 2016. The interviews described motivations for participating, experiences volunteering as a doula, approach to caring for patients, and acquisition of communication skills and knowledge of abortion. The authors analyzed interview transcripts using a conventional content analysis approach, and themes were identified. The authors performed 22 interviews. For most participants, this was their first exposure to an abortion procedure or patient care in any capacity. Participants identified acquisition of skills including patient advocacy, communication, and empathy that they were later able to apply throughout their clinical clerkships. This opportunity improved well-being and solidified their decision to apply for residencies in reproductive health fields. After volunteering as abortion doulas, medical students were able to develop communication skills, empathy, and patient advocacy applicable to other areas of patient care. Preclinical students, potentially in other health care professions training, participating in patient care as doulas have the potential to further personal development, professionalism, and activism.

Causes of hearing loss and implantation age in a cohort of Danish pediatric cochlear implant recipients.

Sensorineural hearing loss (SNHL) is the most common birth disorder. The cause of SNHL is heterogeneous and varies in different populations. Understanding the causes of a hearing loss (HL) predict the outcome of cochlear implantation and is of great importance in understanding the mechanism of the disease and in providing the best treatment. Undiagnosed and untreated HL has a profound effect on the acquisition of early communication skills, speech, language, academic, emotional, and psychosocial development in children. To determine the cause of HL and implantation age in pediatric cochlear implant (CI) users in a Danish population. Data of 100 children (54 females and 46 males), age 0-17 years, was analyzed. All of the children were implanted during 2020-2022. Hereditary HL was diagnosed in 44 cases (44%), with pathogenic variants in the SLC26A4 gene found in 14 cases (14%). Syndromic HL was diagnosed in 23 children (23%). Non-syndromic HL was diagnosed in 21 children (21%), where the most common genetic variation was found in the GJB2 gene. Acquired prenatal and postnatal sensory disorders TORCH risk factors were associated with HL in 25 cases (25%). Congenital CMV DNA was diagnosed in 23 samples (23%). The cause of the HL remained unknown for 31 (31%) children. In 70 (70%) of the participants the HL was diagnosed at time of newborn hearing screening (NHS). Twenty-three of the children were diagnosed with congenital severe to profound bilateral HL and were simultaneously implanted between 8 and 14 months (mean age 10.5 months). In the remaining 47 cases, the HL was progressive and the children were implanted when the HL reached the criteria for implantation. In the current study, the major causes of HL were alterations in the SLC26A4 gene: 13% with Pendred syndrome and 1% non-syndromic. Thirty-one (31%) had HL of unknown origin and almost half of these cases had inner ear malformations (n=16).

Artificial Intelligence Supporting the Training of Communication Skills in the Education of Health Care Professions: Scoping Review.

Communication is a crucial element of every health care profession, rendering communication skills training in all health care professions as being of great importance. Technological advances such as artificial intelligence (AI) and particularly machine learning (ML) may support this cause: it may provide students with an opportunity for easily accessible and readily available communication training. This scoping review aimed to summarize the status quo regarding the use of AI or ML in the acquisition of communication skills in academic health care professions. We conducted a comprehensive literature search across the PubMed, Scopus, Cochrane Library, Web of Science Core Collection, and CINAHL databases to identify articles that covered the use of AI or ML in communication skills training of undergraduate students pursuing health care profession education. Using an inductive approach, the included studies were organized into distinct categories. The specific characteristics of the studies, methods and techniques used by AI or ML applications, and main outcomes of the studies were evaluated. Furthermore, supporting and hindering factors in the use of AI and ML for communication skills training of health care professionals were outlined. The titles and abstracts of 385 studies were identified, of which 29 (7.5%) underwent full-text review. Of the 29 studies, based on the inclusion and exclusion criteria, 12 (3.1%) were included. The studies were organized into 3 distinct categories: studies using AI and ML for text analysis and information extraction, studies using AI and ML and virtual reality, and studies using AI and ML and the simulation of virtual patients, each within the academic training of the communication skills of health care professionals. Within these thematic domains, AI was also used for the provision of feedback. The motivation of the involved agents played a major role in the implementation process. Reported barriers to the use of AI and ML in communication skills training revolved around the lack of authenticity and limited natural flow of language exhibited by the AI- and ML-based virtual patient systems. Furthermore, the use of educational AI- and ML-based systems in communication skills training for health care professionals is currently limited to only a few cases, topics, and clinical domains. The use of AI and ML in communication skills training for health care professionals is clearly a growing and promising field with a potential to render training more cost-effective and less time-consuming. Furthermore, it may serve learners as an individualized and readily available exercise method. However, in most cases, the outlined applications and technical solutions are limited in terms of access, possible scenarios, the natural flow of a conversation, and authenticity. These issues still stand in the way of any widespread implementation ambitions.

Formation of the Bachelors’ Communicative Competence Implementing the Informational Technologies in the Stidy Process

The purposes of the article. The new digital stage of society's development has caused a huge jump in information technologies. Now, for the efficient functioning of the economy and society, it is necessary to have well-formed communication competences. The methodology is based on such general scientific methods as analysis, synthesis, generalization, and the statistical method is also used. Scientific novelty. Electronic document management, e-learning and cloud technologies, the development and use of social networks cause a change in the content of education in the preparation of future specialists. The implementation of the competence approach in higher education, the formation of communication competence, taking into account the modern informatization of society, is very important. Of course, the acquisition of communication skills is regulated by the standards of higher education, because it is an important component of the educational process. For the specialty 029 "Information, library and archival affairs" for the first (bachelor) level of higher education, the order of the Ministry of Education and Science of Ukraine dated 12.12.2018 No. 1378 was approved, which determined the formation of communication competencies that will be needed by future specialists. The article analyzes the data of the experiment, which was conducted on the basis of the Faculty of Humanities and Social Sciences West Ukrainian National University, to define the level of formation of students' communication competence in accordance with their use of information technologies during the educational process. Conclusions. It was determined that the overall understanding of the interpretation of the electronic information and educational environment is correct, but there is no formed attitude towards information communication competence as such. Also, students are very interested in information technology disciplines and have a desire to learn new subjects.&#x0D; Keywords: communicative competence, information technologies, bachelor's degree, Information, library and archival work.

A model pattern of Clinical Teaching and Learning, Team Objective Structured Bedside Assessment (TOSBA); Perception of Medical Undergraduates in Obstetrics and Gynecology Department.

Objective: To evaluate the effectiveness of TOSBA for the teaching/learning of cognitive and non-cognitive clinical skills of medical undergraduates, compare it with other teaching/learning methodologies and evaluate the effects of TOSBA on ward test in Obstetrics &amp; gynecology department. Study Design: Experimental study. Setting: Department of Obstetrics &amp; Gynecology, Creek General Hospital, United Medical &amp; Dental College, Karachi. Period: March 2018 to March 2020. Material &amp; Methods: In this study the total sample size in: 3rd year= 90 students (n=90), 4th year=85 students (n=85) and 5th year=72 students (n=72). TOSBA was conducted for all students each year and were evaluated for their performance by two facilitators from the Obstetrics &amp; gynecology department. The session was timed for 15 minutes. Results: The participants agreed that TOSBA was beneficial for teaching/learning of clinical skills. For clinical skills TOSBA was helpful with mean score 3.82 ± 0.97 in year 3, in year 4 =4.06 ± 0.82 and 4.19 ± 0.99 in year 5. For acquisition of communication and team-work skills through TOSBA the responses were quite positive. Conclusion: TOSBA has a positive impact and the key elements of TOSBA, its formative nature. Feedback and interaction with real patients are beneficial in acquisition of cognitive and non-cognitive skills for the medical undergraduates.

Comparing Interventions With Speech-Generating Devices and Other Augmentative and Alternative Communication Modes: A Meta-Analysis.

Optimal augmentative and alternative communication (AAC) systems for children with complex communication needs depend in part on child characteristics, child preferences, and features of the systems themselves. The purpose of this meta-analysis was to describe and synthesize single case design studies comparing young children's acquisition of communication skills with speech-generating devices (SGDs) and other AAC modes. A systematic search of published and gray literature was conducted. Data related to study details, rigor, participant characteristics, design information, and outcomes were coded for each study. A random effects multilevel meta-analysis was performed using log response ratios as effect sizes. Nineteen single case experimental design studies with 66 participants (M age = 4.9 years) met inclusion criteria. All but one study featured requesting as the primary dependent variable. Visual analysis and meta-analysis indicated no differences between use of SGDs and picture exchange for children learning to request. Children demonstrated preferences for and learned to request more successfully with SGDs than with manual sign. Children who preferred picture exchange also learned to request more easily with picture exchange than with SGDs. Young children with disabilities may be able to request equally well with SGDs and picture exchange systems in structured contexts. More research is needed comparing AAC modes with diverse participants, communication functions, linguistic complexity, and learning contexts. https://doi.org/10.23641/asha.22111181.

Registo de aprendizagem: análise SWOT de uma experiência de morte de uma adolescente em contexto de ensino clínico

The creation of learning reports allows the integration of contents taught during the course and its relationship with practical contents. An adolescent death experience is presented in the context of clinical teaching using the Strengths, Weaknesses, Opportunities and Threats (SWOT) tool to reflect on the clinical situation, and to seek the development of skills and learning. The case segmented description aligned with the literature review allowed the identification of strengths (acquisition of emotional and communication skills and the establishment of a therapeutic relationship with the family), weaknesses (insecurity in care provision and direct confrontation with an adolescent death), opportunities (learning with the tutor nurse, namely in how to intervene, in communicating with parents, in anticipating care and in developing and managing emotional skills) and threats (complexity of the situation and tension experienced). The most relevant aspects are addressed and compared to the literature on this topic, which is a fundamental step for the evolution of the student and future professional.

How to Enhance the Communicative Ability of L2 Learners: A Case of Afghan Cadets

This qualitative study explored the perceived experiences of Afghan English language teachers teaching at the Afghanistan National Army Officers Academy in terms of the student’s communication, motivation, and willingness to communicate. The study also investigated the challenges faced by language teachers when teaching English communication skills to military students and the most effective instructional strategies for enhancing student communication skills and motivation levels. Data was collected through Skype interviews with five Afghan teachers and analyzed through deductive thematic analysis coding. The findings revealed the challenges faced by instructors and the most effective instructional strategies for enhancing communication skills and motivation among students. The study highlights the importance of considering the experiences and challenges faced by language teachers in enhancing the acquisition of English communication skills and motivation levels among students and the need for considering the context and challenges faced by instructors in developing effective pedagogical approaches.

Головні ідеї Нової української школи у контексті викладання англійської мови у початкових класах

Modern approaches to teaching English in the context of the New Ukrainian School are examined. It is noted that this process requires the integration of cultural elements into educational activities. The authors emphasize that knowledge of a foreign language is the key to success in modern society, where intercultural communication and the processing of huge amounts of information are gaining more and more importance. The European way of development of Ukrainian society set a new goal for teachers of foreign languages. The school is designed not only to provide knowledge, but also to develop such important students’ life skills as the ability to learn, think critically, solve problems, work in a team and communicate. That’s why it is important to make changes in the content of educational programs, use a competency-based approach, new technologies, educational and game communication. It is emphasised that the development of communicative competence is important for the acquisition of intercultural communication skills. To do this, teachers should choose the right exercises and tasks and organise their implementation. This paper focuses on the use of an integrated approach in English language lessons in primary school. The use of this approach makes it possible to overcome difficulties; it is one of the ways to increase mobility and variability of educational content, it promotes the emotional development of the child’s personality and the formation of his/her creative thinking. It is emphasised that a powerful tool in the process of learning English is the use of various visual materials such as drawings, cards, tables, toys, objects in the classroom. Role-playing games, songs, poems, dramatisations should be used in the classroom to activate language material in oral communication. To draw the conclusion, one can say that it is important to use a communicative approach and effective teaching materials to ensure quality education of primary school students in the New Ukrainian School. Keywords: New Ukrainian School, modernization of education, competences, integration, foreign language learning opportunities, teaching methods.