Development Of Communication Skills Research Articles

The Use of Interactive Teaching Methods in Educational Institutions

The article is dedicated to the study of the use of interactive teaching methods in educational institutions and their impact on the effectiveness of the learning process. In the context of dynamic changes in society and the rapid development of information technologies, the education system requires new approaches to teaching that foster active student engagement and the development of critical thinking, creative abilities, and communication skills. Interactive teaching methods, which involve dialogic interaction between participants in the educational process, open new opportunities for improving the quality of knowledge acquisition and the development of practical skills among young people. The article analyzes theoretical and practical approaches to the implementation of interactive methods in the educational process. In particular, various forms of interactive work are considered, such as group and paired activities, discussions, role-playing games, problem-based learning, and the use of interactive technologies (multimedia tools, online platforms), among others. Special attention is given to methods that enhance learning by promoting student collaboration, teamwork skills, decision-making under uncertainty, and problem-solving abilities. The article also emphasizes the advantages of interactive methods compared to traditional teaching approaches. It has been found that interactive learning leads to deeper comprehension of the material, increases student motivation, reduces passivity in the learning process, and develops the ability to apply knowledge in practice. However, it also highlights the need to adapt interactive methods to specific educational conditions and student populations, as well as the importance of adequate teacher preparation. The article provides recommendations for the effective use of interactive methods in the educational process, including the integration of interactive technologies in school and higher education, teacher professional development, and the incorporation of modern information technologies.

The development of critical thinking, team working, and communication skills in a Business School – a Project-Based Learning approach

The development of critical thinking, team working, and communication skills in a Business School – a Project-Based Learning approach

Diagnostic Safety: Needs Assessment and Informed Curriculum at an Academic Children's Hospital.

Diagnostic excellence is central to healthcare quality and safety. Prior literature identified a lack of psychological safety and time as barriers to diagnostic reasoning education. We performed a needs assessment to inform the development of diagnostic safety education. To evaluate existing educational programming and identify opportunities for content delivery, surveys were emailed to 155 interprofessional educational leaders and 627 clinicians at our hospital. Educational leaders and learners were invited to participate in focus groups to further explore beliefs, perceptions, and recommendations about diagnostic reasoning. The study team analyzed data using directed content analysis to identify themes. Of the 57 education leaders who responded to our survey, only 2 (5%) reported having formal training on diagnostic reasoning in their respective departments. The learner survey had a response rate of 47% (293/627). Learners expressed discomfort discussing diagnostic uncertainty and preferred case-based discussions and bedside learning as avenues for learning about the topic. Focus groups, including 7 educators and 16 learners, identified the following as necessary precursors to effective teaching about diagnostic safety: (1) faculty development, (2) institutional culture change, and (3) improved reporting of missed diagnoses. Participants preferred mandatory sessions integrated into existing educational programs. Our needs assessment identified a broad interest in education regarding medical diagnosis and potential barriers to implementation. Respondents highlighted the need to develop communication skills regarding diagnostic errors and uncertainty across professions and care areas. Study findings informed a pilot diagnostic reasoning curriculum for faculty and trainees.

The Role of Village Apparatus Communication in an Effort to Improve the Quality of Community Services

The Role of Village Officials' Communication in Efforts to Improve the Quality of Public Services in Sifalaete Village, Gunungsitoli Idanoi District, Gunungsitoli City. This study aims to analyze the role of communication among officials in Sifalaete Village, Gunungsitoli Idanoi District, Gunungsitoli City, and to determine the quality of public services in Sifalaete Village, Gunungsitoli Idanoi District, Gunungsitoli City. To achieve these objectives, the researcher processed the data using qualitative descriptive methods, utilizing in-depth interviews as the instrument and employing purposive sampling techniques, which involved questioning one key informant and six supporting informants. Based on the analysis, the following conclusions can be drawn: The research findings indicate that village officials' communication plays a crucial role in enhancing the quality of public services. The findings highlight the importance of effective interpersonal communication, transparency, and community participation in decision-making processes. These research findings have significant implications for the development of strategies and policies to enhance the quality of public services at the village level. Recommendations are provided to improve training and development of communication skills for village officials, strengthen communication-oriented leadership, and enhance organizational support to facilitate effective communication between village government and the community.

Changing Teacher Practices and Perceptions and Improving Student Communication Outcomes Through Shared Reading

Shared reading is a powerful literacy intervention for the development of early communication and literacy skills. For students with extensive support needs who are beginning communicators, shared reading has the potential to support the development of initiation and expressive symbolic communication skills. This descriptive, multicase, mixed methods study investigated changes in teacher shared reading practices and perspectives, as well as the communication skills of students with extensive support needs associated with completing professional development focused on a responsive and interactive approach to shared reading. The sample included four classroom teachers and 13 students with extensive support needs in one rural, public elementary school. Teachers increased their use of targeted interactive shared reading practices from 50% to 90%. Students increased the number of expressive communication skills they exhibited ( p = .031, r = .60), as well as the highest level of their symbolic communication ( z = 2.16, p = .031, r = .60). Thematic analysis of teacher interviews identified shifts in their perceptions of their role, expectations, and ability to support student communication development during shared reading, which converged with the changes noted from fall to spring during observations of teacher practice and students’ communication skills during shared reading.

ISSUES OF FORMATION OF PROFESSIONAL FOREIGN LANGUAGE COMPETENCE OF STUDENTS IN THE CONTEXT OF CONVERGENCE OF FORMAL AND NON-FORMAL EDUCATION

This article considers the peculiarities of theformation of students' professional foreign language competence in the conditions of convergence of formal and non-formal education. The necessity of integration of formal and non-formal education in foreign language education is substantiated. The role and significance of formal education provided by educational institutions and non-formal education carried out outside educational institutions in the formation of students' professional foreign language competence is analyzed. Special attention is paid to the interaction of these two forms of education and their influence on the development of students' linguistic and communicative skills. One of the main objectives of the study is to identify the educational needs of students in the conditions of formation of their professional foreign language competence. As aresult of the study, the authors made conclusions that the majority of students consider it appropriate to integrate formal and non-formal education, as it will allow them to master additional competencies and increase their motivation for learning. Thus,in conclusion, the authors of the article summarise the results of the study and draw conclusions about the significance of theinteraction between formal and non-formal education for the formation and improvement of students' professional foreign language competence.

Professional Training of Future Teachers of Physical Culture for Animation Leisure Activities

The purpose of the study is to determine the need for professional competencies development for future teachers of physical culture in the field of animation leisure activities, taking into account modern educational requirements and trends. The research methodology for preparing future teachers of physical education for animation leisure activities includes several key methods and approaches. One of the main methods is the analysis of scientific literature, including the study of existing research papers, articles, and monographs related to the professional training of future teachers of physical education for animation activities. To achieve the research objectives, it is necessary to define and analyze the concepts “professional training”, “animation leisure activities”, “competence”, and other important terms. This methodology allows a comprehensive study of the process of preparing future physical education teachers for animation leisure activities. Results. It has been found that animation leisure activities play a significant role in the professional training of future physical education teachers, as they contribute to the development of professional competencies, creativity, and communication skills. This concept encompasses various activities and actions that help students not only master the methods of organizing leisure activities but also develop the ability to engage others in an active and healthy lifestyle. Conclusions. Animation as an educational component can make a school lesson more engaging through various methods, forms, and means. Animation can be fully applied as a creative learning activity that develops learners’ potential while also encouraging them to challenge current social issues. Animation is viewed not only within the context of leisure but also as an opportunity to be applied in the educational practice of modern education.

Implementasi Model Project Based Learning Menggunakan Mind Map terhadap Keterampilan 4C Geografi Siswa Kelas X Fase E SMAN 15 Padang

Geography, as a discipline that studies the interaction between humans and the environment, as well as physical phenomena on Earth, plays an important role in developing 4C skills (Communication, Collaboration, Critical Thinking, and Creativity). However, many students still face challenges in applying 4C skills in geography learning. These challenges include a lack of student participation, as seen from their minimal involvement in class discussions, which hinders the development of communication and collaboration skills. This issue is often caused by low self-confidence or insufficient understanding of the material. Additionally, students frequently struggle with critical thinking, particularly in identifying and analyzing complex geographical problems. The method used in this research is descriptive qualitative, with the subjects selected using purposive sampling, resulting in a sample of Class X Phase E 8. Data collection was carried out using assessment rubrics in terms of attitudes, knowledge, and skills to evaluate student activities in creating Mind Maps. The results of this study show that the assessment of Mind Mapping, using the Project-Based Learning model, yielded an overall average score of 81.72, categorized as good, and positively impacted the development of students' 4C skills. Students demonstrated creativity (C6) by creating Mind Maps, which reflect their ability to think critically and creatively, core aspects of Higher Order Thinking Skills (HOTs). Furthermore, they showed improved communication and collaboration abilities in learning, thus achieving the 4C skills.

Examining the personal growth of college teacher educators through the lens of human development ecology: An approach utilizing artificial neural networks (ANNs) modeling

College teacher educators play a crucial role in improving teaching quality and have a significant impact on educational development. They must engage in a process of self-growth to achieve personal development, considering the interaction between individuals and their environment. This process involves deep exploration of their knowledge, skills, and attitudes, as well as an understanding of the broader institutional and cultural contexts. Through self-reflection and continuous learning, college teacher educators can foster personal growth by acquiring new teaching strategies, developing effective communication and interpersonal skills, and cultivating a reflective and adaptive teaching practice. Collaboration with colleagues, engagement with professional communities, and involvement in educational research and innovation are also essential aspects of personal growth. Creating supportive environments that facilitate the continuous development of college teacher educators is crucial for enhanced teaching quality and educational advancement. In this study, an artificial neural network (ANN) was employed to estimate the impact of changes in knowledge and skill development and reflection and continuous learning on the acquisition of new educational strategies, development of communication and interpersonal skills, and reflective and adaptive practice. The ANN's predictions indicate that increasing reflection and continuous learning has a more positive impact on acquiring new educational strategies compared to increasing knowledge and skill development alone. Additionally, when both knowledge and skill development and reflection and continuous learning are combined, it results in substantial growth in the development of communication and interpersonal skills and reflective and adaptive practice. The accuracy of the neural network's predictions was evaluated using linear regression, showing an acceptable level of error when compared to the experimental results.

FORMATION OF PROFESSIONAL COMPETENCE OF FOREIGN STUDENTS AT THE DEPARTMENT OF CHILDREN INFECTIOUS DISEASES

The article highlights the experience of professional competence formation of foreign medical students with an English-language form of education at the Department of Children Infectious Diseases of the Ivano-Frankivsk National Medical University. Traditional and interactive teaching methods used during classroom work with students are described. Professional competence involves the ability to use knowledge, skills and abilities in practice effectively. For future doctors, it includes mastering diagnostic methods, emergency situations management, and using modern technics of diagnosis and treatment. Aim. The aim is to describe and analyze methods of professional competence formation of foreign students at the Department of Children Infectious Diseases during classroom work. Research results. At the Department of Children Infectious Diseases, foreign students study children infectious diseases and elective disciplines - immunoprophylaxis of infectious diseases, clinical parasitology and tropical medicine. When teaching medical disciplines to foreign students, it is necessary to take into account their insufficient level of Ukrainian language proficiency, which is an obstacle to communicating with patients and fully mastering the method of taking anamnesis when working in the hospital near the patient’s bedside. Therefore, the teacher also plays the role of an interpreter. During practical classes control of the input level of knowledge is carried out with the use of multiple choice questions. The final level of knowledge is monitored using situational tasks. Work with the theoretical material takes place in the form of a discussion, the "round table" method with "brainstorming". The main part of the practical class is conducted at the patient's bedside in the departments of the infectious disease hospital. The teacher translates during direct communication between students and patients, corrects the techics of the examination. During classes, students receive structured mini-cases with a description of a clinical case and work in small groups. During case discussions, the teacher is liberal, ready to listen to various opinions and ways of solving a problem situation. Students of the fifth year visit lectures, during which teachers demonstrate multimedia presentations with graphs, schemes of pathogenesis, photos of patients. Combining the lecturer's comments with video information and animation greatly enhances the attention of the audience. Demonstration of clinical cases during the lecture, followed by a discussion in a dialog mode, is valuable. During the lectures, information about the epidemiological situation regarding a particular disease in the countries from which the students came is presented and discussed. Conclusion. For professional competence formation of future doctors, a combination of traditional and interactive teaching methods is effective. In the process of the professional competence formation, all its components should be taken into account: cognitive, motivational and personal. The use of the case method increases cognitive interest, promotes the development of communication skills and clinical thinking. A competent, highly qualified teacher who is fluent in English and uses modern information sources, is an active organizer and participant in the educational process.

The Experiences of Motor Skill Development in Children with Autism Spectrum Disorder (ASD) Reflected through Parental Responses.

Background/Objectives: Understanding movement development in children with autism spectrum disorder (ASD) is critical for creating effective intervention strategies. This study aims to explore parental perspectives on the movement development of children with ASD, focusing on identifying common challenges and successful strategies. The objective is to analyze the experiences of parents to highlight the most effective approaches to support motor, communication, and social skills development in these children. Methods: Using a qualitative approach, we conducted in-depth interviews with parents of children with ASD. The data were analyzed using open and selective coding to identify key themes related to movement development challenges and strategies. The analysis included cross-referencing with the existing literature to support parental insights. Results: This study identified several key themes, including communication barriers, social interaction difficulties, and the importance of personalized movement programs. Parents reported significant challenges in understanding and addressing their children's movement needs, particularly in group settings. However, activities such as water programs, music and dance, and animal-assisted therapies were found to be highly engaging. Motivation was a critical factor, with rewards and active parental involvement enhancing participation. Conclusions: This study highlights the crucial role of a supportive environment, including professional guidance and family support, in the success of movement development programs.

Effects of learning languages on volunteering

Learning languages is an important aspect of modern times that influences people's thinking which was studied by many researchers. Today the knowledge of different languages is becoming an increasingly significant aspect of volunteering, having a profound impact on its various aspects. This article discusses the importance of knowing foreign languages for developing empathy, improving communication skills, and expanding the worldview of volunteers using a questionnaire consisting of 12 questions divided into three main sections (empathy, communication skills, and worldview). Each section includes four questions related to the specific aspect that are given randomly. Responses were received from random respondents from various universities in Kazakhstan in Almaty through the use of a Likert scale in the questionnaire. This article, based on the collected materials and the results of other studies, shows that learning languages has a positive effect on the development of empathy, as it helps to better understand a person, and their mood, and can help to imagine yourself in the place of another. In addition, it shows how knowledge of languages affects the development of communication skills in a volunteer, as it helps to better understand a person, be a good listener and at the same time maintain a conversation. The data also showed that learning languages can have a positive impact on the development of things like motivation and analytical thinking and encourages people to try new things.

Investigating the Connection Between Skin Cancers and Mental Disorders: A Thorough Analysis

This review aims to elucidate the relationship between mental disorders and various forms of skin cancer, as well as to examine the prevention and treatment strategies for these patients using a multidisciplinary approach. The recognition that the impact of skin cancer extends beyond physical manifestations has led to an increasing need to investigate the psychological effects and mental health implications associated with this pathology. Cancer diagnoses represent significant stressors that can induce moderate-to-severe levels of emotional distress among patients and substantially impact patients' quality of life. Individuals diagnosed with malignant melanoma demonstrate a higher prevalence of psychosocial disturbance than those diagnosed with non-melanoma skin cancers. This observation suggests that the classification of skin neoplasia and its visibility may influence a patient's quality of life. Healthcare professionals need to develop communication skills to observe the psychological changes faced by patients diagnosed with cutaneous malignancies. This study aims to enhance patient care, improve overall well-being, and promote comprehensive approaches for treating patients with cutaneous malignancies. The potential impact of stress and anxiety on the immune system may influence the treatment of various types of skin neoplasia. It is important to investigate the relationship between psychological factors and the immune system to develop efficacious interventions for managing stress and anxiety-related skin disorders. Further research is needed to establish standardized methods, assess long-term outcomes, develop tailored psychological support programs, and identify the potential risk and protective factors.

APPLICATION OF EDUCATIONAL SCAFFOLDING IN TEACHING PROFESSIONALLY-ORIENTED ENGLISH AT A TECHNICAL UNIVERSITY

The article deals with the application of educational scaffolding in teaching professionally-oriented English to non-linguistic students. Such scaffolding techniques as story innovation and storytelling are considered. The article shows that story innovation and storytelling motivate students to memorise vocabulary in their speciality and to construct their own sentences with this vocabulary. It is revealed that 52% of students were able to construct their own sentences in English with reliance on the proposed structures. The application of such scaffolding techniques as story innovation and storytelling contributes to the development of professionally-oriented communicative skills, increasing students’ motivation and autonomy, forming a comfortable educational environment.

Comparison of two Different Game Mechanics Applied to Learning of Electromagnetism

The paper presents two educational escape games, Tournament of J. C. Maxwell and Chest of Lord Maxwell, which were designed with the same topic and educational goal in mind: to consolidate and deepen knowledge about magnetism and electromagnetism, and to develop communication skills, teamwork skills, problem solving skills, experimental skills and analytical thinking. Both games were used in the teaching of electromagnetism in an upper secondary school. Data were collected through observation of the game process, administration of questionnaires to students and teachers, and interviews with students. The aim of this research is to compare two different game mechanics used to address the same subject matter and educational objective. The comparison will focus on the perception of the games by the students and the teachers who have incorporated the game into their teaching.

Meningkatkan Hasil Belajar Pendidikan Agama Katolik dan Budi Pekerti dengan Model Problem Based Learning (PBL) Berbantuan Video Animasi Materi Manusia sebagai Citra Allah Fase D Kelas VII di SMP Negeri 6 Sanggau

This research aims to improve the learning outcomes of grade VII students on Human material as the Image of Allah through the Problem Based Learning (PBL) model at SMP Negeri 6 Sanggau which is carried out in two cycles. Each cycle consists of four stages, namely planning, action, observation, and reflection. The research subjects in this observation are 37 students in grade VII of SMP Negeri 6 Sanggau. Data collection techniques are carried out through tests (formative tests) and non-tests (observation). The results of the research on the affective aspect of students in cycle I showed an average percentage of 70% increased by 8% to 78% in cycle II. In the first cycle, the percentage of learning outcomes for students in the advanced category was 1%, capable 3%, feasible 24% and newly developed 9%. Meanwhile, in the second cycle, there was an increase in the advanced category of 8%, capable 12%, decent 17% and just developed 0%. So, it can be concluded that learning Catholic Religious Education and Ethics with the Problem Based Learning (PBL) method is proven to improve student learning outcomes. In addition, this learning model can also increase students' confidence, especially in developing communication skills in groups and with educators.

Using immersive virtual environments for teaching and socializing children with autism spectrum disorder

The authors' research interests are focused on the development of preschool children with autism spectrum disorder and the potential of virtual reality technologies for teaching and developing children in a gaming environment. The article reviews articles published in peer-reviewed journals and posted in the Scopus database and the Google Scholar search engine for scientific publications over the past 10 years. The objective of the review is to identify international research experience regarding the impact of virtual environments and hardware on children with autism spectrum disorder, their potential effectiveness, recommended conditions and limitations of using virtual reality for social adaptation, development of communication, cognitive and motivational skills. The articles analyzed in the review focus on the following issues: the potential and results of using different types of virtual reality technologies for developing various skills and abilities in children with autism; using virtual reality to work with problems and risks; as well as the features, limitations and safety of using virtual reality headsets by children with autism spectrum disorder. It is recommended to use immersive virtual environments for children with autism under the following conditions: the presence of close and trusted people (caregivers or parents), the presence of real game objects for switching children after exiting the virtual environment and distracting attention from possible negative effects of using gadgets, continuing communication with the child after a virtual reality session in a normal physical space to practice the skill being taught, specific time limits for staying in the virtual environment, etc. It is concluded that the results of using virtual reality technologies remain contradictory, but valid data from scientific research allow us to assert that the use of immersive virtual environments is acceptable, can be effective for teaching children with autism spectrum disorder and, if certain conditions are met, is adequately perceived by them.

Healthy identity development in adolescent and young adult (AYA) oncology: Enhancing family communication to reduce AYAs’ identity distress.

371 Background: Identity development is the process that informs how an individual views oneself and develops a sense of self. A cancer diagnosis during adolescence and young adulthood (AYA; ages 15-39) disrupts AYAs’ identity development and creates identity distress. Identity development is a key developmental task during AYA. It is a recognized psychosocial concern and need for diagnosed AYAs but remains an understudied psychosocial need in AYA oncology care. Identity development can be promoted (or inhibited) in AYAs’ social interactions. AYAs’ communication with parents (often their primary source of support) may function adaptively or maladaptively for AYAs’ identity development. A communication skills intervention for diagnosed AYAs and parents could address communication strategies that promote AYAs’ healthy identity development while buffering identity distress. To capture knowledge that will contribute to a communication skill intervention, this study aimed to identify parent – AYA communication that promotes or inhibits identity formation. Methods: We recruited 14 AYAs to participate in audio-recorded, semi-structured, in-depth interviews. Eligibility criteria for AYAs included: 1) must be diagnosed with any type of cancer during adolescence (aged 15-18) or emerging adulthood (aged 19-29) and 2) be in active treatment or up to 32 months since the end of treatment. Interviews were thematically analyzed using constant comparative method. Results: AYAs’ age ranged from 19-29 ( M =24 years old), and their age of diagnosis ranged from 15-27 years ( M =21 years old). Diagnosed AYAs shared four types of identity disruptions that involved communication with their parents: independence, friendships, sexual orientation/behavior, and long-term goals. They also shared how parents’ communication either promoted identity development or contributed to identity distress. Results indicated that parents’ using parental psychological control in communication contributed to AYAs’ identity distress. AYAs shared parents prioritizing the AYA’s voice and engaging in emotionally supportive communication fostered their identity development. Conclusions: This study captures specific communication approaches and behaviors in parent-AYA communication and its promotion of AYAs’ identity development or contribution to identity distress. Findings demonstrate the importance of developing communication skills training and conversation tools to helps both AYAs and parents learn how to communicate to promote AYAs’ identity development and better overall psychological well-being.

Application of chatbots for enhancing communication skills of IT specialists

Abstract The paper deals with the urgent issue of application of chatbots in training IT specialists for enhancing their communication skills. The background of application of chatbots in learning from using ordinary chatbots which converse in the language studied to development and implementation of special chatbots created for studying has been described. Main features, advantages and disadvantages of certain chatbots have been analysed. Taking into account the results of the analysis the teaching-oriented chatbot BEbot for developing communication skills of IT specialists has been introduced, some specifics and challenges of its creation, its peculiarities and contents have been presented. It is emphasized that along with developing business-like communication skills, language-in-use skills, cultural distinction knowledge, command of business writing style and delivering presentations in a businesslike manner have been enhanced through communication with BEbot. The results of the surveys of students on their experience in the chatbot use and their particular experience with BEbot have been highlighted.

Service-Learning and Project-Based Learning Methodologies in Higher Music Education: a review of the literature

INTRODUCTION. Recent research highlights the potential of multidimensional and holistic learning in educational transforation, the provision of social services from the university and development of professional identity. This article aims to analyse the relationship between the Service-Learning and Project-Based Learning methodologies in higher music education and the acquisition of transversal competences. METHOD. A review of 29 articles on both methodologies in higher music education, published between 2012 and 2022, was conducted. The articles were selected from WoS, Scopus, and ERIC databases. Four categories were explored: (1) Social interaction, (2) personal growth, (3) academic learning, and (4) challenges related to the implementation and contextualization of the methodologies. RESULTS. Results show that, in the context of higher music education, both methodologies have a potentially positive impact on the development of transversal competencies in students. The review shows benefits in social aspects such as the development of civic responsibility and communication skills among peers and teachers; academic aspects such as adaptation to complex learning environments, mutually beneficial goals and shared authority; and personal development aspects such as flexibility, solidarity and respect. The review also shows that reflective practice contributes to developing students’ openness to constructive criticism, which is perceived as a positive contribution to learning. CONCLUSIONS. The methodologies studied can foster students’ personal growth, the mitigation of their biases in the classroom and the reflective and conscious appreciation of their own learning. To be taken into account are the challenges related to the complexity of adjusting the projects to the academic curriculum and community needs, as well as the large amount of time and effort required for the process. Finally, further research using different search terms and criteria is encouraged to achieve a broader understanding of how music initiatives can be designed and implemented through these methodologies, the projection they can have, and how research is conducted in this field.