Communications Workshops Research Articles

We Can All 3MT: Student Science Communication Workshop on Quick and Effective Talks

We Can All 3MT: Student Science Communication Workshop on Quick and Effective Talks

Donor communications workshop

Donor communications workshop

Empathy unlocked: Enhancing Emotional Intelligence Skills using Communication Workshop for Undergraduates Medical and Dental Students.

Empathy is considered as a basic skill, if patient care is to be improved. Published literature showed that with academic progress from 1st year to final year, overall, there is a decline in empathy among undergraduates. Emerging evidence suggest that by stimulating emotional intelligence, we can improve empathy more effectively when compared to solely relying upon cognitive method of teaching.1 Review of the literature showed that in some way or other empathy may be taught“.2-5 Many ways to teach empathy has been proposed these includes; “improving interpersonal skills, audio or video-taping of encounters with patients, exposure to role model, role playing (aging game), shadowing a patient (patient navigator), hospitalisation experiences, studying literature and the arts, improving narrative skills, theatrical performances, and by discussing cases/clinical situation which has aroused feelings among students known as Balint method”. Among this interpersonal commination was addressed more in detail by Davis4 by developing Interpersonal Reactivity Index (IRI) that identified multidimensional approach towards empathy and also ways how empathy may be improved. Different aspects of empathy and ways how it may be improved were best address by Krznaric et al.5 He identified 6 habits of highly empathic peoples and ways how these habits allow these empathic peoples to connect them with others very nicely.When reviews on the subjects were assessed, we found three reviews of worth mentioning.

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.

Improving the quality of clinical training in maternal and neonatal health in undergraduate nursing students: a participatory action research

BackgroundImproving the quality of clinical training is synonymous with accomplishing nursing education goals and improving the quality of nursing care. This study aimed to improve the quality of clinical training in Maternal and Neonatal Health (MNH) in nursing students.MethodsThis action research was conducted in two cycles from June 2017 to June 2018. The study setting was the School of Nursing and Midwifery of Lorestan University of Medical Sciences in southwest Iran. The participants were nursing students, faculty members, clinical trainers, educational managers, and teaching personnel. In the first cycle, semi-structured interviews were held with stakeholders to identify clinical problems and improvement strategies. Based on the results of these sessions, the changes needed to improve the quality of clinical training were planned and implemented. The weaknesses and strengths of the implemented changes were then identified through group discussions with the stakeholders. In the second cycle, a second plan was carried out to correct the weaknesses of the changes planned in the first cycle, and the modifications were implemented and evaluated.ResultsThe main three categories extracted included an unsystematic curriculum and inadequate monitoring, inadequate resources and facilities, and the student’s lack of motivation. The measures taken for improvement included holding communication workshops, developing and internalizing logbooks, reducing the number of students in clinical training groups, using modern clinical training methods, and changing clinical evaluation methods.ConclusionImproving communication skills among the students, trainers, and hospital personnel and using modern clinical training methods, such as conceptual maps, triple jumps, and clinical skill centers, are the best strategies for improving clinical training in MNH nursing students.

Science communicators from marginalized backgrounds challenge STEM cultural norms to promote community belonging

In the U.S., navigating STEM with marginalized identities can affect scientists' communication practices. There is a critical need for science communication training that accounts for the historical oppressions, discriminations, and inequities of marginalized communities. In this paper we analyzed 712 participant responses from ReclaimingSTEM science communication workshops to understand how marginalized scientists' identities influence their science communication practices. We found that participants' experiences of exclusion and hostility in STEM spaces influenced their engagement in science communication. Scientists from marginalized backgrounds aim to change the culture of STEM through their communication efforts to promote a sense of belonging for their communities.

Educating hematology-oncology fellows about how to communicate with patients about cancer clinical trials: A needs assessment.

9029 Background: Cancer clinical trials (CCTs) are vital to advancing treatment yet only 5-8% of people with cancer ever participate, with even lower rates among underserved groups. Teaching oncologists in training how to communicate about CCTs may improve the frequency and quality of patient-oncologist communication about CCTs and increase participation. However, little is known about interest in or feasibility of such training during Hematology-Oncology (Hem-Onc) graduate medical education (GME) fellowships. We aimed to determine Hem-Onc fellowship programs’: 1) current practices, needs, and preferences for CCT-related communication training; and 2) the acceptability and feasibility of implementing a CCT communication skills workshop. Methods: We recruited and surveyed program directors (PDs) from Hem-Onc fellowship programs across the U.S. PDs were recruited via email through the ASCO program directors’ community, a publicly accessible list of ACGME Hematology-Oncology programs, and co-authors’ professional networks. Participants were compensated with a $50 gift card. Survey data were analyzed using descriptive statistics and responses were measured on a 5-point Likert scale (1 = “strongly disagree” to 5 = “strongly agree”). Results: 40 PDs were surveyed, most representing programs in the Northeast (30%), Midwest (25.6%), Southeast (20.5), and Southwest (15.4%) U.S. Most were male (57%) and identified as White (55%), Asian (30%), Black/African American (2.5%) and Native American/Alaskan Native (2.5%). PDs stated their institutions prioritize CCT accrual (M=4.58, SD=.78) and clinical research training (M=4.20, SD=.85). They reported their GME CCT curriculum least often addressed: (1) How to talk to patients about CCTs when none are available (27.5%), and (2) How to help patients find CCTs at other institutions (17.5%). PDs rated their fellows’ CCT knowledge as lowest in: (1) Provider-level barriers to enrolling/referring patients in CCTs (M=3.41, SD=.91) and (2) System-level barriers to patient accrual to CCTs (M=3.33, SD=.95). Fellows’ lowest-rated CCT communication skills areas were: (1) Making shared decisions with patients about CCT participation (M=3.54, SD=1.14) and (2) Patient-centered communication (M=3.50, SD=1.15). PDs were interested in a CCT communication workshop (‘yes’=67.5%, ‘maybe’=32.5%) and said such training was feasible (M=4.28, SD=.78) and useful (M=4.47, SD=.78). Training preferences were live presentations (M=3.9, SD=1.03) and program-tailored virtual workshops (M=3.9, SD=1.08). Conclusions: Hem-Onc fellowship program leaders expressed a need for training that improves fellows’ CCT knowledge and patient-centered communication skills. By highlighting current practices, challenges, and preferences, this study is an important step towards implementing and scaling communication skills training in GME programs.

Empathy in family medicine postgraduate education: A mixed studies systematic review

Purpose Empathy is an important construct in patient-physician relationships, particularly critical in family physicians’ daily practice. We aimed to understand how empathy has been conceived and integrated into family medicine postgraduate training. Materials and Methods Medline, PsyINFO, and Embase were searched in this systematic mixed studies systematic review. Two independent reviewers screened abstracts and full texts. Disagreements were solved through research team consensus-based discussion. Included studies were synthesized thematically. Results A total of 18 studies were included. Four themes were identified. (1) Empathy definition. Included studies stressed the cognitive component of empathy, paired either with a behavioural or an affective response. (2) Empathy modifiers. Starting residency right after medical school, having a role model, having high empathy levels before residency, having children, being married, and being exposed to patient involvement in education were found to have a positive impact on empathy. (3) Empathy-burnout relationship. Whereas greater burnout was related to lower empathy levels, excess empathy seems to favour burnout through ‘compassion fatigue.’ (4) Educational programs for empathy development. Five programs were identified: a communication workshop, a patient-led program, a mindfulness program, a family-oriented intervention, and an arts-based program. Conclusions Studies mostly measured the cognitive component of empathy. The moral component of empathy was underrepresented in the conceptualization of empathy and the development of educational interventions. Conflicting evidence exists regarding the decline of empathy levels during the family medicine residency. Longitudinal designs should be privileged when exploring the evolution of empathy levels across the continuum of medical education.

Handoffs in the intensive care unit

Effective handoffs in the intensive care unit (ICU) are key to patient safety. This article aims to raise awareness of the significance of structured and thorough handoffs and highlights possible challenges as well as means for improvement. Based on the available literature, the evidence regarding handoffs in ICUs is summarized and suggestions for practical implementation are derived. The quality of handoffs has an impact on patient safety. At the same time, communication in the intensive care setting is particularly challenging due to the complexity of cases, adisruptive work environment, and amultitude of inter- and intraprofessional interactions. Hierarchical team structures, deficiencies in feedback and error-management culture, (technical) language barriers in communication, as well as substantial physical and psychological stress may negatively influence the effectiveness of handoffs. Sets of interventions such as the implementation of checklists, mnemonics, and communication workshops contribute to amore structured and thorough handoff process and have the potential to significantly improve patient safety. Effective handoffs are the cornerstone of high-quality and safe patient care but face particular challenges in ICUs. Interventional measures such as structuring handoff concepts and periodic communication trainings can help to improve handoffs and thus increase patient safety.

Improving Soft Skills and Uncovering the Hidden Curriculum: Report on a Pilot Communication Workshop for Chemistry Students Engaged in Research

Improving Soft Skills and Uncovering the Hidden Curriculum: Report on a Pilot Communication Workshop for Chemistry Students Engaged in Research

Good ideas for teaching: Design and implementation of the communication workshop "me as team member" for third-year medical students.

Effective communication within a medical team is crucial not only because it results in higher job satisfaction and better joint decision-making among team members, but also because, ultimately, it makes for high-quality, patient-centered care. Since the transition to the clinical phase of study poses a challenge for many medical students, the University of Lübeck introduced "Ich im Team" (me as team member), a German-language communication workshop for third-year medical students, in the 2020/21 winter semester. The workshop forms a basis for future collaboration and is meant to strengthen the interpersonal skills needed for working in teams, communicating with patients, and supporting a no-blame culture. This workshop, which incorporates elements of improvisational theater and coaching, was offered for the first time in 2020/21. Due to the positive evaluations, it has been a required component of the curriculum since the 2021/22 winter semester. The students have accepted the workshop very well, which is reflected in the excellent evaluations of it. Furthermore, a research study carried out during the first two times the workshop was conducted showed, among other things, directly positive effects on the ability to work in interprofessional teams and handle mistakes. The workshop offers students a solid point of entry into the clinical setting and an awareness of their own role on a given team. Covering the content in more depth and the possible inclusion of other study programs are being discussed.

Importance of Information, Education and Communication Aspects of Nursing Care Services towards Patient Satisfaction: Evidence From a Prospective Study in Central India

Patient satisfaction is one of the Key Performance Indicator (KPI) of health care service delivery and clinical effectiveness. The information, education and communication aspects of nursing care are the major attributes of patient satisfaction and complement the quality assurance and determine the success of the health care system from a patient centric point of view. This study was aimed at assessing the patient satisfaction level towards selected aspects of nursing care services in surgical areas of a tertiary care hospital of central India using a tool developed in-house. It also explored the association of the patient satisfaction level with selected demographic variables of patients. A non-experimental cross-sectional prospective study design was adopted. Non-probabilistic pragmatic sampling technique was used to collect data from 200 patients. A standardised Structured Patient Satisfaction Rating Scale was used for data collection. Patient satisfaction was measured in terms of Information, Education and Communication aspects of nursing care services. Descriptive and inferential statistics were used to analyses the data. Overall 89.5 percent patients were satisfied towards the selected aspects of nursing care services. A statistically significant association was found between clinical care setting, duration of hospital stay and occupation with patient satisfaction level. Innovative strategies like good practices for health care communication and soft skills workshop may be incorporated in the induction and in-service training module of nursing professionals which ultimately lead to the enhanced patient satisfaction and improvement in the quality of nursing care services.

Estratégias de divulgação científica na escola em tempos de pós-verdades sobre a ciência

This article analyzed the importance, at the time of its development, of the work carried out by a scientific disclosure project at school. To this end, we proposed a reflection on the formation of post-truths and how they impact the credibility of science and society, seeking to investigate how the process of scientific dissemination, based on experiments in line with playful and socio-cultural strategies, promotes reflections in students about scientific knowledge in contrast to the contexts of obscurantism propagated on social networks. We used sociocultural educational references to design, apply and analyze the activities. We identified that science communication workshops in basic education are relevant strategies for combating disinformation during periods of negation.

Educating Hematology-Oncology Fellows About How to Communicate with Patients About Clinical Trials: A Needs Assessment.

Only 5-8% of adults with cancer participate in cancer clinical trials (CCTs), with even lower rates among underrepresented groups. Improving oncologists' communication skills may enhance the frequency and quality of their discussions with patients about CCTs, consequently increasing participation. However, little is known about interest in or presence of CCT-related communication training during Hematology-Oncology (Hem-Onc) fellowships. This study aimed to describe, from the perspective of Hem-Onc fellowship program directors (PDs): (1) the current landscape of CCT education for Hem-Onc fellows; (2) the acceptability and feasibility of implementing a CCT communication skills workshop for Hem-Onc fellows. We used an explanatory sequential mixed-methods approach. PDs were surveyed and interviewed about their graduate medical education (GME) programs' current CCT curriculum, training challenges, fellows' CCT knowledge and CCT communication skills, and preferences for a CCT communication workshop. PDs were surveyed (n = 40) and interviewed (n = 12). PDs reported that their institutions prioritize CCT accrual (M = 4.58, SD = .78; 1-5 scale, 5 = "Strongly Agree") and clinical research training (M = 4.20, SD = .85). CCT skills that programs least often addressed were how to (1) discuss CCTs with newly diagnosed patients, (2) talk to patients about CCTs when none are available, and (3) help patients find CCTs at other institutions. PDs were interested in a CCT communication workshop for fellows ("yes" = 67.5%, "maybe" = 32.5%) and said training would be feasible (M = 4.28, SD = .78) and useful (M = 4.47, SD = .78). Qualitative results described programs' current approaches to CCT education and insights about developing and implementing CCT communication training. There is a clear need to improve CCT communication skills training in Hem-Onc fellowship programs and to implement and scale such training to increase CCT participation, especially among diverse patient populations. Furthermore, Hem-Onc GME PDs view such training as feasible and useful.

Speaking Proficiency of Bachelor Level First Year EFL Students

This study investigated the speaking proficiency of bachelor level first year students who studied English Education at four affiliated campuses under the Facultuy of education (FoE), Tribhuvan University (TU). The data was collected from 40 students who were sampled using simple random sampling. The data was collected using oral test which examined eight aspects of speaking proficiency: accuracy, fluency, pronunciation, vocabulary, appropriateness, comprehension, confidence and body language. Oral test was also complemented by observation. The students’ speaking performance was scored and the scores were analyzed and interpreted using statistical and descriptive methods. The findings indicated that the students scored an average of 15.85% in speaking, with 55% below the average and 45% above. The study recommended various interventions, such as interventions like communication workshops, peerassisted learning, cultural sensitivity training, and interactive language exposure, to address the specific challenges and improve the overall speaking proficiency of the students. Furthermore, Multimodal instruction is proposed to boost pronunciation, vocabulary, appropriateness, and body language to improve speaking skill.

Contribution to the evaluation of the impact of the Empowerment and Communication Workshops

The article addresses the authors' conception about impact assessment as a complex process. The main evaluation results are reported in the 2018 and 2022 editions of the Empowerment and Communication Workshops (TEC in Spanish) carried out by the Human Change Group (GCH in Spanish) of the Center for Psychological and Sociological Research (CIPS in Spanish). Its objective is to know to what extent it contributes to evaluating the impact of the TEC (an experiential training action) from making people aware, in the short term, of the importance of empowerment. For this, the results of the empowerment survey were analyzed, an instrument used for the first time in 2018 and with adaptations in the 2022 edition. Favorable changes were observed in the majority of the people surveyed in relation to the elements of the inquiry, which in turn, they were linked to descriptors of empowerment previously defined and enriched throughout the process. In the final reflections, the importance of raising awareness achieved in pursuit of more lasting transformations in individuals and organizations is highlighted. The need to deepen the results obtained is advocated and the contributions of the application and analysis of these surveys and of the experience as a whole are recognized, for the evaluation of TEC impact.

STRATEGI HUMAS BERBASIS PARTISIPASI ORANG TUA DALAM MENINGKATKAN LAYANAN PENDIDIKAN

The aim of this research is to identify concrete strategies to increase parent participation in school activities in the educational process. Examining various approaches used by educational institutions to interact and collaborate with parents. The data collection techniques used by the author are observation and interviews. The interview informants were the school principal, Deputy Head of Curriculum and teachers. The data analysis used uses Miles and Huberman analysis, namely data reduction, data presentation and verification. This research uses several data validity techniques, namely triangulation, peer depriving (talking with other people). The results of research on public relations strategies in improving educational services are. steps taken with a sociological approach, Social Responsibility Strategy, Cooperation Strategy, Coordinative and Integrative Strategy. By taking several steps, including forming a school committee, carrying out open communication between the school and parents, holding parent and teacher meetings, using digital tools as a communication tool, workshops and training. The form of educational services provided at MA Miftahul Ulum is the implementation of a curriculum that meets needs, teaching and learning activities, evaluation and assessment, guidance and counseling for students, implementation of extracurricular activities, moral and citizenship education, character development. The level of service provided by MA Miftahul Ulum and the level of satisfaction of students and parents are very high

Perceptions about interpersonal relations, communication and work environment at IFPI - Campus Uruçuí

This research investigated the perception of the employees of the IFPI Campus Uruçuí on Interpersonal Relations, Communication and Work Environment. Using an online questionnaire, the necessary data for the quantitative and qualitative analyzes were collected. The results indicate predominantly positive interpersonal relationships, with 60.5% describing them as positive. Communication was evaluated positively by 89.6%, and 85.4% agreed that transparent communication influences trust in management. The work environment was considered good by 85.4%, however, 37.5% needed more flexibility to balance their personal and professional lives. Suggestions for improvement include wellness programs (64.9%), communication workshops (34.7%) and regular recognition (32.7%). The results highlight the importance of addressing interpersonal relationships and communication in the workplace to promote a healthy and productive environment. This study contributes to the understanding of these aspects and offers inputs for organizational improvement, highlighting the testimony of the participation and voice of the servers in the construction of a more positive and collaborative work environment.

Engaging interested parties to optimize wildfire smoke communication in Canada: challenges with initiating change.

In February 2022, an online Wildfire Smoke Communication Workshop series identified priorities and strategies to improve wildfire smoke communication in Canada. We evaluated the engagement methods, the workshop series and workshop summary report, to determine if participants/organizations initiated changes identified in the workshop to optimize wildfire smoke communication plans. Three evaluation surveys were developed using the RE-AIM (Reach, Effectiveness, Adoption, Implementation, and Maintenance) framework dimensions and PRISM (Practical, Robust, Implementation, and Sustainability Model) contextual domains to measure the engagement impact. Surveys 1, 2, and 3 were disseminated to workshop participants between February 2022 (post-workshop series), May 2022 (pre-wildfire season), and September 2022 (post-wildfire season). Likert survey responses were analyzed descriptively using means and standard deviations. Open-ended written responses were analyzed using deductive reasoning and response proportions. Of 69 workshop participants, 28, 19, and 13 responded to surveys 1, 2, and 3, respectively. Workshop participation helped survey 1 respondents consider optimizing wildfire smoke communication (M = 3.93, SD = 0.88). Workshop participation and the summary report helped survey 2 respondents consider new actions to optimize wildfire smoke communication (M = 3.84, SD = 0.74). The most intended action in survey 2 (68%, n = 13) and the most common action taken in survey 3 (62%, n = 8) was to simplify message content. The primary limitation to optimization was capacity. The engagement methods, particularly the summary report, were beneficial for organizations to take action to optimize wildfire smoke communication in Canada. Future engagement methods should examine persisting system-level issues and capacity limitations as they undermine the ability to optimize wildfire smoke communication in Canada.

Development and evaluation of a data-driven virtual interdisciplinary workshop to facilitate communication and teamwork in ambulatory medical oncology settings.

551 Background: While adverse events and toxicities related to cancer drug therapy in the ambulatory oncology setting are common and often rooted in communication challenges, few studies have examined the problems of communication or tested tools to improve communication in this unique, high-risk setting. Our objective was to determine the feasibility and acceptability of a virtual interdisciplinary communication Workshop designed to strengthen communication across ambulatory oncology teams members. Methods: Surveys of patients and clinicians in one ambulatory oncology clinic were analyzed and informed the communication intervention: an interdisciplinary virtual Workshop. Workshop evaluation included an implementation survey measure and a structured debrief with Workshop attendees. Workshop content was tailored to address key findings from the patient and clinician survey data, including addressing quality, safety, teamwork, communication, and conflict issues. Results: 87 patients and 56 clinicians participated in pre-workshop surveys that revealed patient satisfaction with timely care and information, yet a range of rating communication experiences with the clinical team. Clinicians perceived a high amount of organizational safety, yet rated discussion of alternatives to normal work processes low. Survey results guided reflection and discussion within the Workshop. Six clinicians participated in the interactive Workshop. Feasibility and acceptability of the virtual Workshop were supported by summative data, along participant suggestions for improvement for the Workshop and a desire for long-term partnership in quality improvement. Conclusions: The patient and clinician surveys coupled with an interactive virtual Workshop were feasible and acceptable in an ambulatory oncology setting. The Workshop identified opportunities for individual- and system-level improvements in interdisciplinary clinical team communication. This promising strategy—incorporating clinic-specific data and communication techniques in a virtual interdisciplinary communication Workshop—requires replication in larger, more diverse practice samples.