Practice Communication Skills Research Articles

A Comprehensive Review of Communicative Language Teaching (CLT) in Modern Classrooms

Communicative Language Teaching (CLT) has become a dominant methodology in language education, emphasizing interaction and practical communication skills over traditional grammar-focused approaches. With the increasing need for language learners to develop real-world communicative competence, CLT has been widely adopted in modern classrooms across various educational contexts. However, its implementation faces challenges such as cultural differences, teacher preparedness, and institutional constraints. This comprehensive review aims to evaluate the effectiveness and challenges of CLT in contemporary language teaching settings. This study uses a systematic review methodology, analyzing research articles, case studies, and reports published in the last two decades. The review focuses on both qualitative and quantitative studies that assess CLT’s impact on language proficiency, learner motivation, and classroom engagement. It also explores barriers to successful CLT implementation, including teacher training and resource limitations. The findings suggest that CLT has a significant positive impact on learners’ communicative competence and motivation, especially in immersive environments. However, the success of CLT varies depending on the classroom context, cultural backgrounds, and teacher expertise. Moreover, while CLT fosters a more interactive learning experience, challenges such as inadequate teacher training and a lack of suitable materials often hinder its full potential. In conclusion, CLT remains an effective approach to language teaching, but its success is contingent on overcoming implementation barriers. Further research is needed to address these challenges and to explore how CLT can be adapted to different learning environments.

Language Learning Strategies of Maritime Students

Language learning strategies for maritime students might differ depending on their individual requirements and programs. In this premise, this study aimed to determine the extent of Language Learning Strategies by Maritime Students in a private school in a highly urbanized city in the central Philippines during the first semester of the School Year 2023-2024 as the basis for the language mastery program. The data needed for this descriptive research framework, coupled with statistical analysis to investigate the language learning strategies, was collected from 438 first-year maritime students using a standardized questionnaire. The results indicate that most parents hold graduate-level education, influencing academic environments. Most students are enrolled in a Bachelor of Science in Marine Transportation, with a balanced distribution of private and public school backgrounds. The study examines language learning strategies used by maritime students, finding moderate utilization in both direct and indirect dimensions. The study highlights the importance of tailored language learning support in marine education, enhancing language learning practices and promoting practical communication skills for professional endeavors. Moreover, it reveals notable language learning strategy employment variations among BSMT and BSMarE students. BSMT students showed slightly higher engagement in metacognitive aspects, while BSMarE students showed moderate engagement in affective and social strategies. The overall mean suggests areas for improvement in language learning behaviors. The study compares language learning strategies among maritime students and reveals significant differences based on a program of study. Bachelor of Science in Marine Transportation students show higher engagement; in contrast, BSMarE students show no significant difference. The findings suggest tailoring specific language learning strategies to enhance students’ proficiency and academic success. Specialized support programs tailored to academic specializations and collaborative efforts among language teachers and faculty across programs are essential to enhancing language learning in maritime education. Keywords: Education, language learning, maritime, strategies, private school, central Philippines

Using Politeness Theory to Deconstruct How Preregistrant Pharmacists Approach Disagreement in the Workplace

ObjectiveUsing politeness theory, this study investigates how preregistrant pharmacists engage in workplace disputes. MethodsOverall, 56 students participated in 2 mock job judgment scenarios. In scenario A (n = 25), the conflict was with a colleague of lower hierarchical status, while in scenario B (n = 32), the conflict was with a colleague of equal hierarchical status. Using politeness theory, responses were coded into 3 tiers: (1) engagement in the face-threatening act (FTA); (2) use of on/off-record approaches; and (3) communicative strategies. For tier 1, reasons for engaging in the FTA were also coded. Results89% of the participants indicated they would unequivocally engage in the FTA. For scenario A, the pharmacist’s roles and responsibilities (40%) and for scenario B, situational urgency/safety (65%) were the key drivers. Scenario A participants were more likely to use an on-record approach (80%) than those in scenario B (68%). Empathetic approaches (56%) were more common in scenario A, while explanatory approaches (64%) were more frequent in scenario B. ConclusionThis study shows that preregistrant pharmacists are aware of the principles of face-work. While the study only reflects what participants believe they would do, not their actual ability in professional disputes, it supports current research that students need simulated low-stakes opportunities to practice communication skills before entering the workplace, especially where situational urgency is present. Integration of politeness theory in workshop and feedback design could help students to link awareness to actual interaction, although the theory should be expanded to integrate urgency as a factor impacting all levels of interactional decision-making.

Scotland's internal medicine simulation strategy: A 5-year journey

In 2019, the internal medicine (IM) stage 1 curriculum was implemented in the UK. This introduced a revised 3-year training programme for physicians in training. The new IM stage 1 curriculum emphasised simulation-based education, triggering the integration of simulation training on a national scale in Scotland. Bespoke training courses were developed for IM trainees in Scotland, spanning all 3 years of their training programme. Each course was meticulously designed with input from key stakeholders and trainees, aligning learning objectives with curriculum outcomes. The Scottish IM simulation strategy encompasses a 3-day bootcamp in IM year 1, a 1-day skills day in IM year 2, and a 2-day ‘registrar ready’ course in IM year 3. These courses, delivered at central locations, focus on immersive simulation, communication workshops, and simulation-based mastery learning of procedural skills. Evaluation of the programme includes pre- and post-course questionnaires, data tracking over the training programme, interviews with trainees and faculty, and annual review days to gather feedback and make necessary adaptations. The impact of the programme for trainees includes transfer to clinical practice of communication skills, improved non-technical skills, and increased confidence in procedural skills. Alignment with the IM stage 1 curriculum supports trainees’ annual reviews of competence progression. The IM simulation training also offers valuable social benefits and remains crucial, especially with increased pressure in the NHS. It is our belief that ongoing delivery of this training is invaluable to the IM stage 1 programme in Scotland.

Effect of an Educational Training Program for Nurses Regarding Triage System Working Competency

Background: The term "triage" means sorting out. Medically, it's a process used to prioritize who needs emergency medical attention first, whether injured or sick people or disaster survivors. Aim: The current study aimed to evaluate the effect of an educational training program for nurses regarding Triage System working competency. Design: Quasi experimental research design was used in this study. Setting: The study was conducted at Ain-Shams Specialized Hospital. Subject: Consist of a convenience sample (50) of emergency nurses. Data collection: three tools were used in this study as 1st tool: Self-administered Questionnaire that consisted of two parts, part 1: nurses' demographic data, part 2: Self administrated sheet for nurses' knowledge about triage system. 2nd tool: Nurse's Observational checklist.3rd tool: Nurse's communication and interpersonal relationships Observation Checklist. Results: The majority of nursing personnel had good level of knowledge regarding triage system in post program and slightly decline at follow up as compared with preprogram phase and there were statistical significant differences between pre- training program implementation and immediately, as well 2 months post training program implementation among the studied nurses regarding total level of practice at P-value ≤ 0.05 also the majority of them had satisfactory level of communication skills practice post educational training program implementation. Conclusion: The study concluded that there was highly statistically significant positive correlation between total knowledge among the studied nurses and total nurse’s performance regarding triage system. Recommendations: Continuous training programs or sessions must emphasize on all aspects of triage system for nurses, increasing and applying for the triage training program, information and research findings should be disseminated online

The Effectiveness of Practical Training in Social Work on Improving the Skills of University Students

The purpose of this research was to determine whether or not social work students' communication, problem-solving, critical-thinking, teamwork, and professional abilities were enhanced by practical training. Additionally, it aimed to compare these abilities across students at Jordan's Al-Zaytoonah University and those at Al-Balqa Applied University. One hundred twenty male and female students from two Jordanian universities—Al-Zaytoonah and Al-Balqa Applied University—made up the study's sample. Mathematical means and standard deviations were utilized to analyze the findings of a questionnaire that assessed the various skills. The results demonstrated that students at Al-Zaytoonah University of Jordan had better practical communication skills on average, with an average score of 4.567 (±0.398) on the "Communicating Clearly" ability test, compared to 4.123 (±0.462) at Al-Balqa Applied University. The average score for problem-solving strategies applied by students at Al-Zaytoonah University was 4.678 (±0.481), whereas the average score for students at Al-Balqa University was 4.234 (±0.532). In the paragraph "Working effectively within teams," students from Al-Zaytoonah University had an average score of 4.567 (±0.463) while students from Al-Balqa University had an average score of 4.123 (±0.484). As for professional skills, the results demonstrated that students at Al-Zaytoonah University outperformed their counterparts at Al-Balqa Applied University. The former had an average skill of "Applying academic knowledge" of 4.567 (±0.420), while the latter had 4.123 (±0.472).

Competency Approach in Nurse Training

In the current conditions of market relations, especially in the context of reforming the medical education system, it is necessary to change the quality of training of specialists in order to train demanded and competitive graduates of secondary vocational educational institutions using a competency approach. The competence approach contributes to the orientation of the young specialist to obtain theoretical knowledge, increasing the level of practical knowledge that a graduate of a medical college should have and his ability to master in the labor market. The opinion of medical college students about the knowledge and practical skills required by the graduate is important. To this end, a questionnaire survey of 84 medical college students was conducted. First-year students do not yet have a clear idea of ​ ​ the competence approach in the learning process and the importance of not only theoretical knowledge, but also clinical disciplines, practical communication skills. Students of the 3rd year have already formed an opinion about the importance of all subjects and motivation for future professional training. The introduction of a competency approach in the training of nurses makes it possible to conduct the educational process at a qualitative level, contributing to the training of highly qualified, competitive specialists in the medical labor market.

Crafting Language for Culinary Excellence: Customizing ESP Content to Align with Student and Industry Needs

The alignment of English for Specific Purposes (ESP) materials with the needs of students and the culinary industry is crucial for preparing graduates to excel in the competitive fields of tourism and hospitality. In particular, essential English language skills such as culinary terminology, effective communication in professional kitchen environments, and writing recipes or menus in English should be addressed more in existing curricula. This study aimed to assess the relevance and practicality of current ESP materials within the context of culinary education at an Indonesian university. Using a qualitative descriptive approach, the research involved 40 second-semester students who had completed a course in Professional English, along with 11 waitstaff from hotels and restaurants in West and North Sumatra. The findings revealed significant gaps in the current materials, particularly in areas critical for international customer service and multicultural teamwork, such as food presentation, customer interaction, and sanitation practices. The study concludes that English learning materials must be tailored to meet the general needs of English learners and the specialized demands of the culinary industry. Incorporating relevant terminology, practical communication skills and industry-specific content is essential for better preparing students for professional roles in catering and hospitality. The research suggests that focused classroom techniques on communication and specialized vocabulary can guide educators in developing more effective ESP materials for the culinary field.

A Comparison of Telesimulation Using the Virtual Resus Room and In Situ Simulation in Pediatric Emergency Medicine.

During the COVID-19 pandemic, there was a marked shift toward telesimulation in medical education. Limited studies exist comparing the effectiveness of online and offline simulation education. The goals of this study are to evaluate active learners' perceived effectiveness of telesimulation versus in situ simulation and to identify potential shortcomings of existing online teaching platforms. Through participant evaluations after a simulation, we compared telesimulation using the Virtual Resus Room (VRR) to in situ simulation in the domains of (1) self-efficacy, (2) fidelity, (3) educational value, and (4) teaching quality. Study subjects included medical and pharmacy residents and medical students completing their pediatric emergency medicine rotation at two children's hospitals as well as nurses, nurse practitioners, and physician assistants who were recently hired and orienting to their new roles in the emergency department. Learners used a modified Michigan Standard Simulation Experience Scale to evaluate either a telesimulation or in situ simulation case. Survey responses were compared using Wilcoxon rank sum tests with Bonferroni correction for multiple comparisons. In overall assessment, in situ simulation was rated higher than telesimulation. There were significant differences noted related to perceived realism, utility in training device-related skills, and utility in training team-building skills. All P values were less than 0.0036. There were no significant differences between simulation types in perception of physical examination fidelity, instructor adequacy, or self-efficacy. Telesimulation using the VRR is comparable to in situ simulation in learners' perception of improvement in self-efficacy and of teaching quality for pediatric emergency medicine topics. However, participants felt less able to practice tactile and communication skills virtually. Further innovation is needed to improve learners' experience with fidelity and educational value.

Exploring communicative interactions in debriefing sessions with nursing students: A qualitative study

IntroductionDebriefing as a learning activity aims to elevate participants' competence through communicative interaction. This activity is an integral component of any formative simulation. Thus, the primary objective of this study was to explore debriefing as a communicative experience in nursing students within the context of interactive virtual simulation. The secondary objectives were: 1) To investigate the typology of interactions based on participants' discourse and 2) To identify the actions that students use to develop knowledge during debriefing. MethodA qualitative exploratory study design involving six debriefing groups was conducted with 105 s-year nursing students. The debriefing sessions were analyzed following interactive virtual simulations in an in-person setting in the classroom. All sessions were recorded and transcribed verbatim. A mixed (deductive and inductive) content analysis approach was used. ResultsA total of 2187 units of meaning were identified and categorized into 3 themes (interaction by participant, interaction by communicative action, and interaction by participant's communicative goal); nine subthemes (facilitator-student, student-student and student-facilitator; declarative - unidirectional, reactive – bidirectional and multidirectional-interactive; individualistic, competitive, and collaborative), and 5 categories (providing information; generating creative solutions; processing critical and deliberative information; positive interdependence and psychosocial relationships). ConclusionThe students developed knowledge and practical communication skills, particularly reinforcing soft skills through collaborative interactions, predominantly multidirectional-interactive in nature. The facilitator and the interpersonal relationships among the participants fostered a safe and positive environment.

AN INTEGRATION OF LABOV'S NARRATIVE ANALYSIS MODEL TO CONTINUATION WRITING INSTRUCTIONAL DESIGN

The modern Chinese educational framework increasingly prioritizes critical thinking, creativity, and practical communication skills, recognizing writing as fundamental beyond test performance. Continuation writing, which involves extending a given story, requires students to deeply understand the original text and develop coherent, stylistically consistent continuations. Traditional product-oriented writing instruction separates reading from writing, focusing on the final product and using scores to assess rather than instructing on revisions. This approach tends to lead to student disinterest and passive attitudes towards writing, with compositions revised only for grammatical errors instead of cohesive and coherent content organization. This study highlighted the development of a continuation writing instruction based on Labov's Narrative Analysis Model, guided by sociocultural theory. We implemented the model with 30 senior high school students in Heilongjiang province, China, and collected data to assess the students' needs in terms of complexity, accuracy, and fluency (CAF). The results indicated students' needs in four areas: understanding the article's theme and structure, extracting critical information, organizing and planning, and enhancing style and creativity. Pedagogically, the study offers valuable insights for teachers and students. Teachers gain guidance on integrating Labov's model to nurture students' narrative competence and writing proficiency. Students benefit from a better understanding of their continued writing needs.

Knowledge, Practices, and Barriers of Communication Skills among a Group of Primary Health-care Physicians in Baghdad 2023

Abstract Background: Communication skills are essential for health professionals to achieve a positive relationship with patients, improving their health and quality of life. Communication is the foundation for obtaining medical history and conveying a diagnosis and treatment plan. Objectives: To assess the knowledge, practice of communication skills among primary care physicians, to find out any barriers related to the communication skills, and the association between the studied variables with knowledge and practice of communication skills. Methodology: A cross-sectional study with analytic component conducted in 40 Primary Health Care Centers in Baghdad, with data collection during a period of 4 months from March 1, 2023 to June 30, 2023. Data had been collected in a questionnaire by direct interview with the participants done by the researcher and including three parts: (participants’ sociodemographic characteristics, knowledge, practice toward communication skills, and the barriers to successful communication). Results: The total number of the participants was 126. The level of knowledge of the participants about physician-patient communication skills was fair in 74 (58.7%) of them, poor in 35 (27.8%). The highest prevalence of poor level of knowledge was seen in participants with specialties other than family medicine and in those with more than 20 years of experience. Level of practice of the participants toward physician-patient communication skills was good in 63 (50%) of them and 63 (50%) had moderate level of practice. The highest prevalence of moderate level of practice was seen in elderly age participants. The most common barrier as mentioned by the participants was time limitation. Conclusion: The majority of primary health-care physicians in this study have fair levels of knowledge, with moderate to good level of practice about communication skills. Family physicians and those who had experience between 10 and 19 years had better knowledge about communication skills. Time limitations are perceived as the biggest hindrance to communication followed by the presentation with multiple complains.

Optimizing placebo and minimizing nocebo effects through communication: e-learning and virtual reality training development

BackgroundThe effects of many treatments in healthcare are determined by factors other than the treatment itself. Patients’ expectations and the relationship with their healthcare provider can significantly affect treatment outcomes and thereby play a major role in eliciting placebo and nocebo effects. We aim to develop and evaluate an innovative communication training, consisting of an e-learning and virtual reality (VR) training, for healthcare providers across all disciplines, to optimize placebo and minimize nocebo effects through healthcare provider-patient communication. The current paper describes the development, mid-term evaluation, optimization, and final evaluation of the communication training, conducted in The Netherlands.MethodsThe development of both the e-learning and the VR training consisted of four phases: 1) content and technical development, 2) mid-term evaluation by healthcare providers and placebo/communication researchers, 3) optimization of the training, and 4) final evaluation by healthcare providers. To ensure the success, applicability, authenticity, and user-friendliness of the communication training, there was ongoing structural collaboration with healthcare providers as future end users, experts in the field of placebo/communication research, and educational experts in all phases.ResultsPlacebo/communication researchers and healthcare providers evaluated the e-learning positively (overall 7.9 on 0–10 scale) and the content was perceived as useful, accessible, and interesting. The VR training was assessed with an overall 6.9 (0–10 scale) and was evaluated as user-friendly and a safe method for practicing communication skills. Although there were some concerns regarding the authenticity of the VR training (i.e. to what extent the virtual patient reacts like a real patient), placebo and communication researchers, as well as healthcare providers, recognized the significant potential of the VR training for the future.ConclusionsWe have developed an innovative and user-friendly communication training, consisting of an e-learning and VR training (2D and 3D), that can be used to teach healthcare providers how to optimize placebo effects and minimize nocebo effects through healthcare provider-patient communication. Future studies can work on improved authenticity, translate the training into other languages and cultures, expand with additional VR cases, and measure the expected effects on providers communication skills and subsequently patient outcomes.

The formation of students’ flexible communication skills in teaching а foreign language for professional purposes

The study is devoted to the problem of forming flexible communication skills of higher education students in teaching a foreign language for professional purposes. Based on the thorough review of scientific publications, the authors prove that in the conditions of the modern labor market, communicative flexibility and adaptability of specialists are the keys to their competitiveness. The article provides a theoretical analysis of “flexible communication skills” and emphasizes the structural components necessary for professional foreign language communication. The authors highlight that teaching a foreign language for professional purposes has its peculiarities related to the specific needs and requirements of professional activity (specific aspects of language material; a clear focus on the development of practical business communication skills that will help future specialists to communicate effectively with colleagues, clients, and partners in a professional environment; taking into account the possibilities of forming intercultural competence of future specialists, which will contribute to a better understanding of representatives of different cultures and establishing network. Based on the survey results, the authors outline the main difficulties in developing the communicative flexibility of future specialists, including studying specialized vocabulary, adapting theoretical knowledge to practical situations, acquiring mutual understanding in an intercultural environment, and overcoming psychological barriers. The study scientifically substantiates effective methods and structured interactive strategies based on the practical application of the language, derivation of terms, and performance of conditional speech tasks that allow for achieving successful results and unlocking students’ potential in learning a foreign language and interacting with native speakers in a professional environment. The article emphasizes promising directions for further scientific research, namely the use of artificial intelligence capabilities and effective methods of assessing flexible communication skills in ESP classes.

Gambaran Performa Instruktur Clinical Skill lab pada Masa Pandemi Covid-19 di Fakultas Kedokteran UMI

Skill labs are an important means for students to practice clinical skills, prepare them to achieve competency standards during their undergraduate education, and prepare themselves before entering professional education. Skill lab involves practicing communication skills, physical examination, as well as medical actions and invasive procedures. This study aims to determine the performance of clinical Skill lab instructors during the Covid-19 pandemic at the Faculty of Medicine, Universitas Muslim Indonesia (UMI), Class of 2019. Using a cross-sectional design, all respondents filled out a questionnaire through the Google Form application. Of the 155 respondents, 96.1% rated the instructor's teaching skills as good and very good, 92.9% rated the instructor's interpersonal and communication skills as good, and 92.9% rated the clinical skills training conditions or strategies at FK UMI as good. In general, the performance of clinical Skill lab instructors during the Covid-19 pandemic at FK UMI Class of 2019 is considered good based on student perceptions.

On the frontline 5: Communication skills in optical practice

Tony Douglass explores key communication skills for OAs as well as identifying potential communication barriers

An Examination of Students’ Perspectives of Medical English Course Quality in Guangdong Medical Universities

Phenomenon: In China, medical English courses are critical to medical education, equipping Chinese students with the linguistic tools necessary for international medical practice and collaboration. However, a disconnect persists between the pedagogical approaches of medical practitioners and language educators, leading to a curriculum that emphasizes grammatical accuracy over practical communication skills. This misalignment results in student disengagement and falls short of addressing the real-world demands of the medical profession. With the growing importance of English proficiency in the global health sector, the need for significant improvements in medical English education is evident. This study delves into the underlying causes of student demotivation and aims to reconcile educational delivery with the evolving expectations of the medical field. Insights gained from this research will inform targeted interventions, promising to enhance medical English courses and support improved educational experiences for Chinese medical undergraduates. Approach: This cross-sectional quantitative study surveyed 3,046 second-year medical students from four medical universities in Guangdong Province, China, leveraging means-analysis and Expectancy-Disconfirmation Theory (EDT) as its foundation. The research was conducted at the end of the 2022–2023 academic year, utilizing a questionnaire to assess students’ perceptions of their medical English courses. Importance-Performance Analysis (IPA) was the primary analytical tool to discern discrepancies between students’ expectations and experiences. Findings: The IPA revealed that course content, classroom environment, and instructor effectiveness were pivotal factors influencing the perceived quality of the medical English courses. Students expressed a need for practical and relevant course material, with current content and textbooks falling short of preparing them for future medical communication demands. Additionally, while learning technologies were acknowledged, there was a discernible preference against their excessive application, suggesting a misalignment between student satisfaction and learning outcomes. Insights: This study highlights the need for innovative staffing models, refined qualifications for part-time instructors, development of collaborative and practical teaching materials, and focused training for medical English instructors. It also emphasizes the judicious integration of e-learning to enhance the learning experience. These insights aim to improve instruction quality by informing potential pedagogical adjustments and resource allocations in medical English education.

Improving the quality of communicating with dementia patients: A virtual reality‐based simulated communication approach

AbstractDementia patients may have language barriers and decreased comprehension ability. Their family caregivers can feel frustrated when communicating with them. Poor communication hinders family caregivers from obtaining accurate health information about patients, and may also increase their emotional burden, affecting patient care quality. The present study developed a virtual reality‐based simulated communication training (VRSCT) system and applied it to a training course for family caregivers of dementia patients. It allowed family caregivers to simulate real‐world situations in a VR environment, experience the daily communication barriers and stress with dementia patients, and apply their acquired knowledge and skills to solve related problems. This study used a randomised control experimental design with mixed analysis methods. A total of 63 family caregivers were recruited and randomly divided into the experimental group (N = 32) learning with the VRSCT system to interact with virtual dementia patients and practice communication skills, and the control group (N = 31) using the traditional role‐playing method for practice. Quantitative data were analysed to determine participants' knowledge of dementia care, attitudes, communication confidence and skills. In addition, the qualitative method was used to analyse the participants' discussion records. The results showed that by using the VRSCT approach, participants significantly improved their knowledge of dementia care, attitudes, communication confidence and communication skills compared to the control group. In addition, participants reported that through the real‐time feedback of the VRSCT system, they could recognise their previous incorrect communication approach. As a result, they adjusted their communication strategies and increased their self‐confidence. Practitioner notesWhat is already known about this topic Situational simulation helps learners improve their communication skills in a safe environment. Virtual reality (VR) creates a realistic, highly interactive learning environment, allowing users to be deeply immersed in the learning experience. What this paper adds This study proposed a VR‐based simulated communication training (VRSCT) approach; moreover, seven dementia cases of different degrees of severity were designed in the VR system to enable family members to experience possible challenges of taking care of dementia patients they might encounter in their daily lives. Each case in the VRSCT system has its unique symptoms and communication barriers. The learner in the story plays a caregiver, experiencing and solving the problems and challenges posed by the system. The experimental results show that the proposed method improves learners' knowledge, attitudes, communication confidence, and communication skills related to dementia care. Implications for practice and/or policy Utilising VR training can amplify awareness and secure enhanced social support for dementia‐related challenges. Using VRSCT, as governments and institutions recognise the effectiveness of VR training, they will provide more resources and promote its widespread application.

Effectiveness of Teaching Communication Skills in Undergraduate Curriculum at Defence Services Medical Academy Myanmar: Mixed Qualitative and Quantitative Study

Introduction: Good communication is the cornerstone of quality healthcare and it should be patient centered. Communication skills is taught and assessed with surrogates in undergraduate training. This study aimed to determine the effectiveness of communication skills taught in undergraduate period in reality. Methodology: It was a combined qualitative and quantitative methods. For qualitative assessment, phenomenology was used. Informal focus group semi-structured interview was done to groups of interns who had completed internship at medical wards. The responses were analyzed interpreted and classified; thematic analysis was done. For quantitative assessments, open ended questions were set by experts in medical education. The questions were answered anonymously; they were grouped into same themes. This study was approved by ‘Hospital Research and Ethics Committee’ of No(1) Defence Services General Hospital. Informed consent was taken from each intern. Results: A total 20 interns were included. Four themes were formed after thematic analysis: (1) the extent of applicability of communication skills they were taught in undergraduate days;(2) self-admitted confidence and degree of satisfaction; (3) the challenges/gaps they faced in reality; and (4) their suggestions on undergraduate teaching to fill the gaps. All interns admitted that the communication skills they taught was 100% applicable in practice. And they were confident out of proportion to their medical experience. They were satisfied with communication skills they were taught in undergraduate days. The challenges faced were as follows; difficulty in understanding volume and clarity of language when dealing with some nationality; low education level of patients leading to difficulty in understanding the information they have given; difficulty in getting trust from patient being youngest doctor in the team; and, taking long time due to emotional reaction of patient in breaking bad news. They admitted that they need to fill their knowledge gaps to answer the questions raised by patients particularly in explanation of diagnosis and management. They realized the importance of facial expression and tone of voice to express sympathy and empathy especially in breaking bad news. To improve communication skills in practice, they suggested to teach with real patients with real scenario. Conclusion: Teaching communication skills in undergraduate period was effective. The interns had good self-reported confidence. The interns need more training and self-directed learning. The challenges faced by interns were acceptable/logical. We should find better teaching method/media in undergraduate teaching to promote communication skills.

A simulation educational intervention to enhance preclinical family nurse practitioner student preparation.

Simulation has been shown to improve communication and psychometric skills in advanced practice nursing students. Little is known about the impact of a simulation educational intervention with a faculty-facilitated debriefing on the preparation of novice nurse practitioner students for their first clinical practicum. This article describes the development of an educational intervention to accomplish this. The simulation education intervention was implemented with preclinical nurse practitioner students designed to improve their preparation for their first precepted clinical experience. Students were surveyed preintervention and postintervention to explore their self-perception of confidence and preparation for clinicals looking at six domains: health history, physical examination, diagnostics, differentials, final diagnosis, and plan of care. Quantitative results were statistically significant for each domain. Qualitative findings gave deeper insight into the students' perceptions of how the intervention prepared them for clinicals. Advanced practice educators can use educational interventions such as this to prepare students for their first clinical practicums.