Aspects Of Communication Skills Research Articles

Transforming Education: A PBL Framework for Fostering Student Understanding and Communication Skills in the Face of Climate Change and Global Warming

Learning in an independent curriculum involves independent conditions for fulfilling objectives, methods, materials, and learning evaluations for both teachers and students. The preliminary research students' conceptual understanding results and communication skills are still low. The solution to the problem is the integrated Problem Based Learning (PBL) model E-Student Worksheet (E-SWS) is the solution to this problem. This study aims to look at the effect of climate change E-SWS on global warming integrated with the PBL model to support the improvement of the process for conceptual understanding and skills for communicating with students. This research is included in the quasi-experimental research through the Posttest-Only control design. The research instrument for conceptual understanding is measured through a final test, and aspects of communication skills are measured through scientific work in the form of written ideas. Based on the data analysis of learning outcomes aspects of conceptual understanding and communication skills with successive averages of 88.19 and 80.20, the research work hypothesis is accepted. The research results implication is that teachers must construct students through integrated PBL models and E-SWS teaching materials. The research results reached the conclusion that student learning outcomes using the climate change E-SWS in integrated global warming PBL models were significantly higher than the teaching materials in schools.

75 Can the Children’s Communication Checklist Differentiate Between Children with High Functioning Autism, ADHD, and Academically-Based Learning Disabilities?

Objective:The Children’s Communication Checklist-Second Edition (CCC-2) is a rating scale designed to assess domains of communication skills with emphasis on pragmatics (Bishop, 2006). The CCC comprises 10 subtests addressing various aspects of oral communication skills: Speech, Syntax, Semantics, Coherence, Initiation, Scripted Language, Context, Nonverbal Communication, Social Relations, and Interests. In a study conducted on the original CCC, Geurts et al. (2004) found that when compared to normal controls, pragmatic difficulties occurred in children with either high functioning autism (HFA) or ADHD. Since the initial version of the CCC, no study has examined whether the revised version can differentiate children with HFA, ADHD, and LD, the purpose of the present study. Focus was on derived factors of the structure/content of language and the pragmatics of language.Participants and Methods:Forty-one participants grouped according to diagnosis were drawn from two archival data pools, one adapted from a previous study conducted by Casey and Scott (2016) and the other from a set of anonymized patients from a neuropsychological clinic. Fourteen participants met clinical criteria for autism (Mage = 11.95), 12 participants met criteria for ADHD without co-morbid disorders (Mage = 9.5), and 15 participants met criteria for a learning disability involving reading, writing, math, or some combination (Mage = 10.13). Group-specific descriptive statistics were computed for the participants’ age, full scale intelligence quotient (IQ), and General Communication Composite (GCC). Two factor scores were computed, one composed of the subtests that constitute the structure/content aspects of language (Speech, Syntax, Semantics, and Coherence) and one composed of the pragmatic aspects of language (Initiation, Nonverbal Communication, Social Relations, and Interests), an area of particular weakness in HFA. Independent samples ANOVAs were conducted on both factor scores to determine whether the CCC-2 could differentiate the three groups. Post-hoc comparisons were planned for the subtests comprising the factor(s) that differentiated the groups.Results:Participants in the ADHD (M = 9.45, SD = 2.45) group were significantly younger than those in the HFA group (M = 11.95, SD = 2.24) and LD group (M = 10.13, SD = 2.58), the latter two not differing significantly. The groups did not differ significantly on IQ, nor on the structure/content factor. On the pragmatic factor, the LD group (M = 10.18, SD = 9.91) had significantly higher scores than the ADHD group (M = 7.79, SD = 6.54), which in turn, had significantly higher scores than the HFA group (M = 5.48, SD = 8.26), F(2, 38) = 17.81, p < .01. Within this composite, the same pattern was shown on Nonverbal Communication, F(2, 38) = 9.29, p < .01, and Interests, F(2, 38) = 17.81, p < .01.Conclusions:Compared to children with an academically-based learning disability, children with ADHD and HFA demonstrated pragmatic difficulties on the CCC-2. Although there was overlap between the pragmatic language characteristics of children with ADHD and children with HFA, the CCC-2 demonstrated utility in distinguishing the two disorders on certain aspects of communication skills, suggesting that it is a useful tool in differential diagnosis.

Study of Communication Skills Analysis of SMK Students in Science Subjects with the Application of Problem-Based Learning Models

Communication is a skill needed by students to prepare for social life. This study aims to analyze the communication skills of Vocational High School students by implementing the Problem Based Learning model. This type of research is a classroom action research (CAR) consisting of two cycles. The research was conducted at one of the vocational schools in the Cerenti District, Kuantan Singingi Regency. The subjects of this study were 24 students, consisting of 20 female and 4 male students. Data collection technique using observation assisted by two observers. The results showed that there was an overall improvement in aspects of communication skills from cycle one to cycle two. Based on these results, applying the Problem Based Learning model can improve the communication skills of Vocational High School students.

Penerapan Pembelajaran Berbasis Proyek dan Hasil Belajar Mahasiswa

The application of traditional learning methods has not shown a significant increase in learning outcomes in terms of critical thinking, scientific attitudes and communication skills. Students need innovative learning that can improve learning outcomes. The purpose of this study was to measure the increase in student learning outcomes between before and after implementing the project-based learning model (PjB).This research is a quantitative study with a quasi-experimental design. The number of respondents was 36 students of the fifth semester of the Jambi University Public Health Sciences Study Program. The instrument used is an assessment sheet before (pre-test) and an assessment sheet after (post-test) the experiment. Measurement of improvement in learning outcomes includes aspects of critical thinking, scientific attitude and communication skills. Data collection was carried out twice in the pre-test and post-test. Data processing using statistical software. Data analysis was carried out through the univariate and bivariate analysis stages using the T test. The results showed that there were differences in student learning outcomes between before and after applying the project-based learning model (PjB) on aspects of communication skills, critical thinking and learning achievement. The application of project-based learning contributes to improving student learning outcomes who are able to think critically, have a scientific attitude and are skilled in communication. So it is recommended that every subject in higher education use this learning method which makes students actively involved in complex learning processes.

Students' Written Communication Skills in Science Learning

Communication skills are one of the skills needed by humans in the 21st century. Mathematical communication skills are very important for every student to have, this is useful so that students can understand the problems in science learning given and students are able to express their ideas in solving these problems. This study aims to describe the level of students' written communication skills in science learning. The type of research used is survey research. The sample of this research was 53 respondents of class VIII MTsN 4 Bengkalis. Data collection were techniques in the form of giving a test totaling 10 questions. The questions used refer to 4 aspects of communication skills, namely, 1) Changing the form of data presentation, 2) The accuracy of the use of notation, vocabulary, sketches, graphs, tables, and pictures, 3) The suitability of writing problem-solving steps, 4) Making conclusions. The average percentage of students' written communication skills for each aspect and each indicator is; 1) 72,96 for indicators changing the presentation of data, 2) 44,03 for indicators using graphs, tables, and diagrams, 3) 24,29 for indicators explaining events or experimental results and 4) 47,88 for concluding. In all aspects of written communication, the average score obtained is 47.29, which is included in the poor category.

Assessing the Performance of Students in Communication Skills: A Case Study of Two Public Universities in Sierra Leone

The purpose of this study is to assess the performance of students in Communication Skills in two tertiary institutions in Sierra Leone – the Eastern Technical University and the Njala University. The introduction of Communication Skills into the curriculum of teacher training institutions is viewed as a reaction to the poor performance of students in the written and spoken use of the English Language. However, the introduction of Communication Skills at tertiary institutions is yet to remedy the situation. To guide the study properly, some objectives were developed. These include; an investigation of the extent to which English is used by lecturers and students in the institutions, an examination of students' attitude towards the learning of Communication Skills, an investigation to time allocation to the teaching of the subject, and an examination of the pedagogical capabilities of the Language studies departments of both institutions with regards their personnel, teaching methodologies, and the teaching/learning resources. The result of the study revealed the following: that students speak English seldom in class and within the campus and also very seldom in their homes; that Krio and other Sierra Leonean languages are widely spoken in these institutions as does the English Language; that the credit hours allocated to the teaching of the subject is insufficient; that students find some aspects of Communication Skills Challenging; and that although both institutions have general libraries, these libraries are not very well stocked with English textbooks.

Efficacy of Auditory Verbal Therapy on Listening and Linguistic Skills of a Child with Bimodal Hearing

Introduction This study aimed to document the effect of Auditory Verbal Therapy (AVT) with proper assessment and management in early intervention of a child with bimodal hearing. Bimodal Hearing is the use of a cochlear implant in one ear and a hearing aid in the opposite ear. Auditory Verbal Therapy is a highly specialist early intervention programme which equips parents with the skills to maximise their deaf child’s speech and language development. Case Report A male child aged 5 years 1 month had bilateral severe to profound hearing loss and speech-language problem. He was using cochlear implant in the right ear and BTE hearing aid in left ear (Bimodal hearing). Speech and language assessment revealed delayed semantic, syntax and pragmatic skills. Assessment of language development test showed poor receptive and expressive language score. The functional auditory performance indicator score indicated poor auditory function. Auditory verbal therapy hierarchy plan was used for treatment. Post 15 sessions after applying AVT the child’s listening and linguistic skills showed a great improvement. Discussion The scales used to measure the efficacy of AVT are found to be useful for the assessment and goal setting for intervention. Thus, appropriate quantification of various aspects of communication skills may describe its potential impact in this case under ADIP scheme.

Implementation and evaluation of extracurricular theme for undergraduate basic sciences medical courses at Shiraz Medical School.

BACKGROUND:In recent years, to achieve the fundamental goal of educating meta-competent future medical doctors, varieties of educational methods have been proposed in all medical schools. In Shiraz Medical School, we implemented an extracurricular theme focusing mostly on medical education's psychosocial aspect. This study aims to discuss the implementation and evaluation of this extracurricular theme.MATERIALS AND METHODS:The present study is a descriptive-analytic one; we included all undergraduate medical students in basic sciences courses who started medical education in 2014 and 2015 in Shiraz Medical School. The evaluation tools were questionnaires designed in different formats and handed out to medical students before and after the workshops. Data were analyzed by paired sample t-test in SPSS Software Version 23.RESULTS:Students’ satisfaction was more than 60% in all items of all workshops, except in some items of studying and learning methods and research methods workshops, which were lower than 60%. Students’ knowledge about all aspects of communication skills, stress management, critical thinking, studying and learning methods, and research methods workshops improved significantly after participation in these workshops.CONCLUSIONS:Medical students can become meta-competent future medical doctors. They can reach all of the learning outcomes described in the three-circle model of learning. This goal cannot be achieved by implementing a medical curriculum which only contains medical literature. Some extracurricular issues based on students’ and societies’ requirements must be added to the main curriculum. The whole curriculum must be evaluated continuously, and required changes must be applied.

Soft skills Analysis of Labor Candidates to face ASEAN Economic Community

The purpose of this research is to analyze soft skills from the aspect of communication skills and problem solving skills by analyzing the factors, which have the variables form. This research is a kind of quantitative research with analytical technique using standard mean and standard deviation. Hypothesis testing is done by one-party t-test. The method used in this research is survey method. The populations in this research are all students accounting majors class XII of State Vocational High School in industrial area as prospective worker with a sample from school selected by stratified random sampling in the academic year 2016/2017. While the student sample selection is done by random sampling. Questionnaire data collection is done by giving a set of questions or written statement to the respondent to be answered. The analysis of the research results shows that soft skills from the aspects of communication skills and problem-solving skills are included in the high category.

Virtualization of University Education

The increasing intake of students in tertiary institutions has resulted in large classes sizes in the universities in Ghana with the attendant reduction in quality in teaching and learning. This study was carried out to assess the impact of integrating ICT to teaching and learning in Universities on students' performance. This study adopted formative experimental approach using Moodle, an online learning platform to supplement the traditional face-face lecturing. This was carried out using seventy-five first year students on a communication skills course over two semesters. The Students' score in four learning outcomes were collected before and after the experiment. The data were quantitatively analyzed and compared to identify the impact of the ICT-mediated learning environment on students' performance. The results showed marked improvement in the students' performance in all aspects of communication skills. The lecturers of the course also confirmed improvements in students' performance, engagement and participation in the course compared to previous years.

Communication Skills Teaching Learning In Prosthodontics

Background and Objective: To carry out an in-depth training on communication skills for Prosthodontic postgraduates for dealing with complete denture patients and analysis using Kalamazoo scale. The effectiveness of the training was evaluated based on Kirkpatrick’s model. Material and Methods: Videorecording of doctor patient interactions was done during complete denture treatment procedures for 27 completely edentulous patients in the Department of Prosthodontics, Indira Gandhi Institute of Dental Sciences, Sri Balaji Vidyapeeth, Pondicherry.The videorecordings were analysed using Kalamazoo scale for assessment of communication skills and strength and weakness of postgraduates were identified. Based on the findings a need based customized training program involving general and individualized sessions were planned.Post training the same process of videorecording and analysis was done for another set of 18 patients to see the difference in attitude of postgraduates. The outcomes of the program were evaluated using Kirk Patrick model. Results: “Remarkable” improvements were identified in various aspects of communication skills and development of the skills of reflective practice which was evident from their change in attitude at all four levels in the post training videoanalysis based on Kalamazoo scale and self reflection of postgraduates. Conclusion: Such customised training and evaluation for dealing with complete denture patients based on Kirkpatrick’s framework helps in achieving a targeted outcome and brings change in attitude at all the four levels thereby contributing towards effective patient centered practice.

Developing an integrated educational simulation model by considering art approach: Teaching Empathic Communication skills

Introduction: Simulation plays an important role in integrated learning of communication skills. Communication skills are known as the heart and art of medicine. Although, designing high-impact learning experiences in simulated environments are essential elements in the process of communication training, it has encountered some challenges. Art-based education by providing ‘simulation’ of the wider experience of life as well as making creative thinking in medical students can help to overcome these issues. This article aims to develop a new model of simulation for communication skills education, the Integrated Model for Communication Skills (IMCS), by integrating the essential features of simulation and art.Materials and Methods: A review was done on the current literature of medical education, simulation model and main framework of art approach. Then, an expert panel by the use of nominal group technique (NGT) was held with medical education experts in Iran and Sweden to design, select an appropriate simulation model and approve the final model (IMCS) following some modifications.Results: IMCS is an integrated model in 3 concepts of Jeffries simulation model based on art approaches: simulation design, simulation intervention and outcome. The model used activity theory and transformative learning theory to foster outcomes of skill-based and emotional-based communication skills.Conclusion: Arts strategies could be incorporated into the simulation model. The IMCS has the potential to promote emotional and technical aspects of communication skills to make the healthcare providers as competent communicators.

The Effect of Communication Skills Training for Medical Personnel on Patients’ Satisfaction

Effective communication skills of hospital personnel can lead to increased quality of healthcare services. Communication skills are defined as the most important feature of healthcare providers. Given the importance of communication in medical settings, the present study was conducted to examine the effects of communication skills training for treatment personnel on patients’ satisfaction. The present quasi-experimental study was conducted on 508 employees and patients in Hamadan Fatemieh Hospital, 2016. Each group of participants was divided into two groups of experimental and controls. The required data were collected through a questionnaire covering demographic characteristics, the Communication Skills Inventory and the Patient Satisfaction Questionnaire. The CSI and the PSQ were completed twice. Hospital personnel in the experimental group received 4 sessions of communication skills training. Using the SPSS-21 software, the collected data were analyzed through descriptive statistics and parametric and nonparametric statistical tests. According to the results, the average age of medical employees in the experimental group was 31.89±6.96 years and in the control group were 28.81±5.19 years. Medical personnel in the control group received lower scores in all aspects of communication skills before and after the intervention. Before the intervention, there were significant differences between the two groups in terms of age, work experience, job category, feedback and overall communication skills (p<0.05). Using Analysis of Covariance and adjustment of age, work experience and job category, no significant difference was observed in communication skills domains of feedback and overall communication skills between the two groups after the intervention. After the intervention, patients in the experimental group were more satisfied with the performance of treatment personnel than patients in the control group. Due to the lack of communication skills, many of hospital personnel cannot communicate effectively with patients and colleagues. Accordingly, providing these employees with communication skills workshops and in-service training programs can be helpful.

Medical Student's Communication Ability during the Medical Interview – Perceptions of Self, Patients and Faculty

Background: Research indicates that students struggle to transfer class room taught communication skills into the reality of clinical practice. Students have previously been shown to be poor at self assessment of communication skills with over or under estimation of ability. Patients have previously shown little correlation with faculty. Methods: This study sought to investigate medical student's actual communication skills at the bedside, during a medical from the perspectives of faculty (behavioral scientists) patients and self assessment. A validated Calgary Cambridge observation tool was utilized. Results: Patients and faculty reported clear evidence of classroom taught skills being utilized clinically. The median scores achieved were similar with faculty reporting 64.5 %, (Q1, 59.5: Q3, 70.75), Patients 64% (Q1, 56.25: Q3, 71) and students' selfassessment at 63% (Q1, 56: Q3 68), (Range 0-100%). Students underestimated their skills in initiation of interview, gathering information and building structure. Students over estimated their abilities in understanding the patients perspective, building a relationship and closing Original Research Article British Journal of Education, Society & Behavioural Science, 4(3): 362-374, 2014 363 the interview. A medium correlation of 0.584 was determined between faculty and patients with a pvalue of 0.00069. There was no correlation between students self assessments and faculty nor between students and patient assessments Conclusion: Medical students can transfer some classroom taught communication skills to the clinical setting, during the medical to the satisfaction of faculty and patients. Students in the early years of training appear poor at self assessment of their actual ability in some aspects of communication skills. This concurs with previous findings. However, patients had good agreement with faculty this has been seen previously with standardized patients but not with actual hospital in-patients.

Comparison of Assessment Scores of Candidates for Communication Skills in an OSCE, by Examiners, Candidates and Simulated Patients

Though OSCE method has been verified by several researchers for the appropriate assessment of competence in clinical skills, yet medical educationists have some concerns regarding the value of assessment of communication skills and empathy by this method. Hence, we sought to assess the extent of differences, if any, among the examiners, the candidates and the simulated patients (SPs) for communication skills. A total of 23 general practitioners, who were preparing for their postgraduate clinical examination, participated in a practice OSCE on seven stations in this study. The examiners observed and evaluated the candidates during the whole consultation, using the pre-tested checklist including 15 items with a global rating scale. The simulated patients also evaluated the candidates at the end of consultation, using the same checklist. There were significant differences in the assessment scores of candidates by the examiners, the candidates themselves and the simulated patients regarding all aspects of communication skills. However, introduction to the patient’s scenario of some non-verbal communication did not show any significant difference (p-value => 0.05). The correlation between examiners and SPs (r = 0.07, p = 0.7) and SPs and candidates (r = 0.01, p = 0.95) was very low and not significant. Cronbach’s alpha was 0.968 across items, whereas among seven stations it was 0.931. This study has shown a significance difference in assessment scores of candidates by examiners, SPs and candidates themselves. In conclusion, there is a need for further research regarding the active role of SPs in summative assessments.