Development Of Interpersonal Skills Research Articles

MP51-07 TEACHING COMMUNICATION SKILLS IN UROLOGY RESIDENCY PROGRAMS: A MISSED OPPORTUNITY FOR IMPROVEMENT?

You have accessJournal of UrologySurgical Technology & Simulation: Training & Skills Assessment I1 Apr 2017MP51-07 TEACHING COMMUNICATION SKILLS IN UROLOGY RESIDENCY PROGRAMS: A MISSED OPPORTUNITY FOR IMPROVEMENT? Jorge Whitley, Geolani Dy, Marcy Rosenbaum, Byron Joyner, and Kathleen Kieran Jorge WhitleyJorge Whitley More articles by this author , Geolani DyGeolani Dy More articles by this author , Marcy RosenbaumMarcy Rosenbaum More articles by this author , Byron JoynerByron Joyner More articles by this author , and Kathleen KieranKathleen Kieran More articles by this author View All Author Informationhttps://doi.org/10.1016/j.juro.2017.02.1616AboutPDF ToolsAdd to favoritesDownload CitationsTrack CitationsPermissionsReprints ShareFacebookTwitterLinked InEmail INTRODUCTION AND OBJECTIVES Postgraduate medical education has historically focused on the acquisition of didactic knowledge and technical skills, with less overt emphasis on the development of interpersonal and communication skills. Recent emphasis on patient satisfaction and performance-based initiatives has made this third dimension of medical training increasingly relevant. To date, there have been no studies on how communication skills are taught or evaluated in surgical specialties, including urology. We undertook this study to describe the current state of communication skill teaching in ACGME-accredited urology training programs in the United States. METHODS We surveyed 126 urology training programs via email and follow up phone calls, asking for an assessment of attending and resident communication skills as well as a description of how communication skills were taught in each program, and whether communication skills were evaluated (formally or informally) during interviews of prospective residents. RESULTS 48 programs (38.1%) completed the survey. All program leaders characterized attending communication skills as at least “adequate,” with most characterizing attendings as having “excellent” (52.2%) or “outstanding” (13.0%) communication skills. Most program leaders characterized residents as having “excellent” (50%) or “outstanding” (6.5%) communication skills, although 2.2% characterized residents as having “poor” communication skills. Only 10 (20.8%) programs had formal curricula to teach communication skills to residents. Resident observation of attendings (43/48=89.6%), faculty observation of residents (34/48=70.8%), and resident observation of other residents (29/48=60.4%) were cited as the most common ways for residents to learn communication skills. A minority of programs used dedicated didactic time (22/48=45.8%) or simulation (17/48=35.4%); formal feedback was provided to learners in only 5 (10.4%) programs. Prospective residents were evaluated on communication skills during the interview day either formally (6.4%) or informally (76.6%) by most programs. CONCLUSIONS The importance of good communication skills in urology residents is acknowledged by the high proportion of programs that assess interpersonal skills during the resident selection process. However, comprehensive formal communication skills training during urology residency is lacking. These findings may be helpful to urology program directors wishing to augment their contemporary approach to communication skills teaching for their residents. © 2017FiguresReferencesRelatedDetails Volume 197Issue 4SApril 2017Page: e696 Advertisement Copyright & Permissions© 2017MetricsAuthor Information Jorge Whitley More articles by this author Geolani Dy More articles by this author Marcy Rosenbaum More articles by this author Byron Joyner More articles by this author Kathleen Kieran More articles by this author Expand All Advertisement Advertisement PDF downloadLoading ...

Sociolinguistic factors affecting performance in the Clinical Skills Assessment of the MRCGP: a mixed-methods approach.

BackgroundDifferential performance in clinical skills assessments is a widespread phenomenon, for which there remain few explanations.AimTo better understand the conversational contexts of simulated consultations and how candidates actually behave in these consultations and to determine sociolinguistic factors for high- and low-performing candidates.Design & settingTaking the Membership of the Royal College of General Practitioners' (MRCGP) clinical skills assessment (CSA) examination as a model, this research applied sociolinguistic analyses to case videos of 198 consecutive candidates presenting for the CSA examination.MethodUsing a mixed-methods approach, both quantitative and qualitative sociolinguistics methodologies were combined to analyse video consultations, and findings were compared with those from group discussions with MRCGP examiners.ResultsThere is more ‘talk’ in simulated consultations than in real life. On macroanalysis, there was little difference between poor- and well-performing candidates. However, microanalysis found subtle differences in structuring consultations, metacommunication, picking up cues, and misunderstandings with and giving explanations to patients. Formulaic talk, contrary to examiners’ perceptions was more common in successful candidates, but it was personalised and sited appropriately in the consultation.ConclusionThis is an interactionally demanding form of clinical assessment, that requires giving support to candidates and a more analytic approach to the development of interpersonal skills. Sociolinguistic features of consulting to help trainers and candidates prepare for the CSA are identified.

Impact of early clinical exposure on the learning experience of undergraduate dental students.

The aim of this research was to evaluate the impact of early clinical exposure on the learning experiences of undergraduate dental students. This study was based on mixed methods. The first phase involved administering a purposely designed questionnaire consisting of 16 items, grouped into three subscales. The second phase of the research was conducted using qualitative semi-structured interviews to explore the perceptions and experiences of stakeholders regarding early clinical exposure. In total, 134 undergraduate dental students and eight clinical supervisors responded to the questionnaire and reported positive perceptions regarding the learning experiences, professional relationship and learning environment. Qualitative interviews were conducted with 12 participants, and early clinical exposure was perceived to be useful in providing a context to theoretical learning and development of interpersonal skills. Curriculum overload and further need for consolidation were highlighted as the main challenges. This study provided insights into the clinical training model in an undergraduate dental programme and highlights the benefits and challenges of early clinical exposure in the study population. The study served as a vehicle for engagement with a range of stakeholders using a mixed methods approach to inform further development of the training model.

Team-based Learning Strategy in Biochemistry: Perceptions and Attitudes of Faculty and 1st-Year Medical Students.

Background:Team-based learning (TBL) strategy has been widely adapted by medical schools all over the world, but the reports regarding the perceptions and the attitudes of faculty and undergraduate medical students towards TBL approach have been conflicting.Aim:The study aimed to introduce TBL strategy in curriculum of Biochemistry after evaluating its effectiveness through perceptions and attitudes of faculty and 1st-year medical students.Materials and Methods:One hundred and fifty students of first professional M.B.B.S and five faculty members participated in the study. Their responses regarding perceptions and attitudes towards TBL strategy were collected using structured questionnaires, focus group discussions, and in-depth interviews. Data were analyzed using Wilcoxon signed-rank test, paired sample t-test, and Mann–Whitney U-test.Results:Majority of the students expressed satisfaction with team approach and reported improvement in the academic scores, learning styles, and development of problem-solving, interpersonal, and professional skills. The faculty, however, recommended a modified TBL approach to benefit all sections of the students for the overall success of this intervention.Conclusion:TBL is an effective technique to enable the students to master the core concepts and develop professional and critical thinking skills; however, for the 1st-year medical students, a modified TBL approach might be more appropriate for the effective outcomes.

Aprendizagem e desenvolvimento de competências contábeis

We investigated the process of learning that takes place in the development of accounting skills from the perspective of situated learning, that is to say, as a process influenced by the social and political context in which individuals are inserted and interact. Using this perspective and adopting as an analytical model the International Education Standard - IES 3, nine professional members of the Accountants' Union of the State of Goias, Brazil (SCESGO) were interviewed using a semi-structured interview guide, which made it possible to address both formal and informal processes of learning. It was observed that the Union's members constitute a Community of Practice, sharing their expertise with respect to different kinds of accounting knowledge. The principal benefits of this are the development of technical, intellectual, interpersonal, and communication skills.

Measuring and understanding motivation among community health workers in rural health facilities in India-a mixed method study.

BackgroundMotivated human resource is the key to improve health system performance and retention of health workers. There is scanty literature on measuring motivation of health workers in India. Thus, the objective of this study was to measure and identify important aspects of health workers’ motivation in North India.MethodsA mixed method study design was adopted. Under the quantitative component, we interviewed randomly selected 62 community health workers (CHWs) in 18 sub-centres in two blocks of District Ambala, Haryana, India using a structured motivation scale. In-depth interviews were also carried out with 18 CHWs to explore the sources of motivation.ResultsThe age of respondents and training in the past 12 months were found to be significantly associated with motivation. Job burnout, poor personal health, job insecurity and less career development opportunities were the individual level de-motivators, whereas not being able to fulfil family roles and poor supportive supervision were identified as environmental factors for poor motivation. Love for work, and financial incentives were individual level motivators, while community support and recognition, organizational commitment and pride, regular training were identified as environmental level motivators.ConclusionNon-financial motivators such as interpersonal relations, family support, skill and career development opportunities require more attention. Regular need-based training is essential to maintain high levels of motivation.Electronic supplementary materialThe online version of this article (doi:10.1186/s12913-016-1614-0) contains supplementary material, which is available to authorized users.

Experiences of oral health students in interpersonal skills learning and development: a systematic review protocol of qualitative evidence.

The objective of this systematic review is to identify, appraise and synthesize the best available evidence on oral health students' experiences of interpersonal skills learning and development in undergraduate university programs.More specifically the research questions are.

Learning in professionally 'distant' contexts: opportunities and challenges.

The changing nature of healthcare education and delivery is such that clinicians will increasingly find themselves practicing in contexts that are physically and/or conceptually different from the settings in which they were trained, a practice that conflicts on some level with socio-cultural theories of learning that emphasize learning in context. Our objective was therefore to explore learning in 'professionally distant' contexts. Using paramedic education, where portions of training occur in hospital settings despite preparing students for out-of-hospital work, fifty-three informants (11 current students, 13 recent graduates, 16 paramedic program faculty and 13 program coordinators/directors) took part in five semi-structured focus groups. Participants reflected on the value and role of hospital placements in paramedic student development. All sessions were audio recorded, transcribed verbatim and analyzed using inductive thematic analysis. In this context six educational advantages and two challenges were identified when using professionally distant learning environments. Learning could still be associated with features such as (a) engagement through "authenticity", (b) technical skill development, (c) interpersonal skill development, (d) psychological resilience, (e) healthcare system knowledge and (f) scaffolding. Variability in learning and misalignment with learning goals were identified as potential threats. Learning environments that are professionally distant from eventual practice settings may prove meaningful by providing learners with foundational and preparatory learning experiences for competencies that may be transferrable. This suggests that where learning occurs may be less important than how the experience contributes to the learner's development and the meaning or value he/she derives from it.

How to Explain the Social Skills Development of Pupils?

Differences of achievement in school, traditionally studied by researchers in Education, can be analyzed in terms of skills and especially social skills. This scientific field is under construction but social skills are becoming a compulsory notion for actors of the school system and for Educational Sciences. Through a multidisciplinary approach, this article proposes to study the determinants of social skills using social and educational indicators widely borrowed into the explanation of the differences of achievement models, with associated self-image, neuroticism and relationship with school measures. Indeed, these three dimensions are involved in the socialization and development of student skills. A reliable analytic tool of social skills (in a sample of 855 students from 7 to 12 years) enables us to understand for example girls' success at school or the weight of the self-image in the development of social interpersonal and intra-individual skills. The results which explain determinants of social skills (self-explanatory success) allow opening the debate on the differences in academic achievement in school and redesign the classic pattern of the direct link between the characteristics and achievement, by intermediate effect of social skills.

Changing Ethnic and Racial Diversity in the United States: A Review Essay

Changing Ethnic and Racial Diversity in the United States: A Review Essay

Contextualizing Learning: Becoming A Tourism and Hospitality Professional

Over three years, a final semester, undergraduate project-based tourism and hospitality course was successively refined using action research processes. The course required students to integrate and put into practice learnings from all courses. Each offering of the course required students to develop, implement and evaluate a tourism and hospitality project specifically related to their interests. The majority of students developed projects in conjunction with industry partners, a few with hypothetical industry partners, and several with themselves as entrepreneurs. Initially, role-play was variously used to engage students in experiential profession-based learning. By the third year of offering, role-play was replaced by simulation. Students became a community of practice, wherein each week’s face-to-face contact involved a focused round-table departmental meeting. During meetings, there was a strong emphasis on intrapersonal, interpersonal and oral communication skill development. Project assessment involved 5-minute pitches, a written proposal, ethics “test”, an oral presentation and a written report. Students were required to self-evaluate all assessment tasks. In addition, students anonymously voted and provided written feedback on the best project pitch, as well as written feedback on all oral presentations. Student involvement in self and peer assessment aided personal reflection and constructive feedback with respect to professional practice.

Teaching Empathy. Interventions that have shown to improve empathy: Research clearly shows that empathy can be taught1-3. Following measures have shown to improve empathy.

Holding the correct posture, maintaining the eye contact, assessing the patient’s feeling correctly, responding appropriately with student’s face, saying thepatient’s feelings in student’s own words can improvecommunication and empathy4. Interpersonal skillsdevelopment is considered as an essential prerequisite to demonstrate empathic behavior5, 6. Empathycan be enhanced by educational programmes to improve students' interpersonal skills that implicitly imply enhancement of the capacity for empathy7-9.Suchman et al10,11 identified three basic communication skills namely, "recognition" of patient's negativeemotions, concerns, and inner experiences(cognition); "exploration" of these emotions, concerns, and experiences (understanding); and"acknowledging" them to generate a feeling in thepatient of being understood (communicating). Thesethree skills have been usedto identify and promoteempathy hence ust nodding or saying: "I understandyour concern; let's work on it together" can improvethe communication process12.Hence nonverbal cues includeing: changes in tone ofvoice, eye contact, gaze and aversion of gaze, silence, laughter, teary eyes, facial expressions, handand body movements, trembling, touch, physical distance, leaning forward or backward, sighs, or othersigns of distress or uncomfortableness can help inestablishing an empathic clinician-patient relationship13-15.Psychological effects of nonverbal cues suchas folded arms (more likely to indicate defensiveeness, coldness, rejection, or inaccessibility) or moderately open arms (more likely to convey acceptanceand warmth) can also be taught in interpersonal skillstraining programs16. Also, teaching clinicians to try tomirror patients' postures, gestures, respiration rates,tempo and pitch of speech, and language pattern cancontribute to forming an empathic engagement17.

Participation in Extracurricular Activities and Development of Personal and Interpersonal Skills in Adolescents

In this study, we analyze self-reported development experience of adolescents involved in various extracurricular activities. We surveyed a large number of students (9th grade) across several regions of the Russian Federation: St. Petersburg and the Leningrad region, Tomsk and Tomsk region, and Pskov. The total number of respondents was 3367. The self-assessment of skills and competencies we used a recently developed YES instrument (Hansen, Larson, 2005). We surveyed the students involved into a range of organized, adult-let extracurricular activities (in hobby groups, sports teams and clubs), and analyzed the obtained data using the method of multiple regression. We have established a connection between specific types of activities and the development of specific personal and interpersonal skills: adolescents involved in individual sports and martial arts believe that these activities help them to develop time management skills and goal setting; development of teamwork skills occurs for any sports and performing activities (dance, theater, etc.); these occupations also help them to acquire the social capital. Individual sports and martial arts offer the most favorable setting for development of most of skills and competencies. At the same time, any types of activities (participation in various sports, fine arts, or academic clubs) assist the youth in building their identities. While all types of extracurricular activities have a positive impact on the development of personality and interpersonal skills, each type of activity can be characterized by its own unique profile.

IMPROVING GRADUATES’ ATTRIBUTES THROUGH LABORATORY TEAMWORK

In today’s changing global environment engineering graduates are expected to have both technical and soft skills. Accordingly, La Trobe University has incorporated the soft skills of communication, teamwork, interpersonal skills and leadership into its Civil Engineering course. This paper describes the contribution of teamwork to the development of soft skills during laboratory classes in a number of subjects taught at the second, third and fourth years of study. The assessment for the practical component was designed to enhance teamwork and measure the students’ contribution during the laboratory/field sessions. The practical classes and teamwork requirements improved the students’ technical knowledge, and students became more aware of their own strengths and weaknesses. It also enhanced students’ communication skills and promoted the development of interpersonal skills and a responsible attitude.

Improving Employability Through Stakeholders in European Higher Education: The Case of Spain

We distinguish four employability strategies and test with a database of 230 Spanish university centers how different stakeholders try to influence them. Academic employability seems to be the main goal of university governors, as they emphasize curricula improvements to introduce practical contents. By contrast, and probably because of their interest in specialized teaching associated with their own research, professors prioritize as an alternative the development of interpersonal management skills and sharing of alumni experiences. Other stakeholders with greater market orientation have a comparatively marginal impact. Reform proposals therefore aim to rebalance the influence of stakeholders, though not necessarily by means of structural reforms in decision-making bodies. In fact, by differentiating several employability strategies, we have observed that governance reforms may generate overly optimistic expectations, as stakeholders may support only a subset of strategies, which may not even be the most important ones.

'We are a tight community': social groups and social identity in medical undergraduates.

Medical students often form close communities during their studies. These communities play a role in the development of professional identity, collaborative learning and the development of interpersonal skills. The existing literature describes both positive and negative implications of student social groups and social identity. The subjective student experience of this community forming is not fully described. This was a qualitative study researching students' experiences of communities and social bonding. A sample of 32 final-year medical students from two major teaching hospitals participated in semi-structured interviews, which were analysed according to constructivist grounded theory principles. Four major themes emerged during research. The first is enforced isolation, and describes the geographical and institutional separation of medics from other undergraduates. The second is self-isolation and refers to the tendency of medical students to form exclusive social groups to maximise opportunities to 'decompress', obtain social constancy and facilitate horizontal learning. The third concerns the supportive network, wherein the medical community serves to provide its members with mutual support. The final theme refers to judging self and others, and describes the both respectful and critical ways in which students perceive themselves and their peers. These themes influence one another in an ongoing dynamic fashion, and grant insight into the establishment and maintenance of a cohesive medical community. This study presents a conceptual construct for elucidating the roles and significance of communities in medical undergraduates. By better understanding the inter- and intra-personal dynamics inherent in this construct, we are better placed to support the welfare of our students and comprehend their social experiences and motivations.

Undergraduates’ implementations of learning stations as their service learning among elementary school students

Service learning provides pre-service educators with a context for having hands-on field experience and also assists in understanding the theory and practice. This study discusses 7 undergraduates' implementations of learning stations as their service learning with 28 elementary school students. Through thematic data analysis of interviews, observation field notes, activity designs, and discussion posts, this study presented the following major findings. First, elementary school students, seven undergraduates, and a cooperative elementary school English teacher held positive attitudes towards the implementation of learning stations, because these developed children's cooperation and word recognition skills. Second, undergraduates and cooperative teachers gained professionalism through reflection and cooperation, in terms of activity designs, classroom management, and interpersonal skills development with kids and adults. Five suggestions are provided in order to effectively implement undergraduates' activity designs for learning stations as their service learning among elementary school students.

Interpersonal and Communication Skills Development in Therapeutic Theatre

AbstractMan as a societal being, lives in community settings with other people wherein communication is needed in all daily interactions. Through communication, people are able to share understandings, protect one another and develop methods of solving problems encountered. For these results to be achieved, community members need to develop adequate interpersonal and communication skills which can enable them interact with each other. One approach of developing the aforementioned skills is through therapeutic theatre, which as a forum, permits community members to partake in improvisational acts. It becomes important therefore to find out how these improvisational acts facilitate interpersonal and communication skills. Based on a review of improvisation for therapeutic purposes, this article portrays that the act of engaging in improvisational enactments by community members go a long way to foster the development of interpersonal and communication skills and the enhancement of wellbeing.

STAIR Narrative Therapy: A Skills Focused Approach to Trauma-Related Distress

Interest in psychotherapeutic interventions for posttraumatic stress disorder (PTSD) populations that address variants of commonly co-occurring trauma sequelae is emerging. Specifically, treatment approaches that enhance an individual’s capacity to experience and successfully modulate emotion, function interpersonally, and access social support are of particular value. The present paper briefly describes emotional and social difficulties commonly experienced by trauma survivors and outlines potential targets for intervention within the context of trauma-focused treatment. Skills Training in Affective and Interpersonal Regulation (STAIR) Narrative Therapy is a skills-focused approach designed to foster the development and strengthening of emotion regulation and interpersonal skills and promote resilience. Empirical evidence supporting the efficacy of STAIR Narrative Therapy as an effective treatment for PTSD as well as emotion regulation and social difficulties is reviewed. Implications for treatment and directions for future research are presented. Keywords: Emotion regulation, interpersonal functioning, PTSD treatment, trauma.

English

The goals of this study were: 1) to study the situation, problems and needs for a learning model to enhance the social skills of sixth grade students; 2) to develop a learning model that would address those needs; 3) to study the effectiveness of that learning model; 4) to compare performance on pretests and posttests of social skills; and 5) to inquire of the opinions of students and teachers on the resulting learning model. The samples were 146 teachers in the development phase, and 18 teachers and 364 students in 18 different sixth grade classrooms in the implementation phase. Schools represented three different sizes. Data analysis was done with mean, percentage, standard deviation and dependent sample t-test.  The research findings showed that teachers teaching in grade sixth need the proposed learning model, consisting of six components and six learning stages, to enhance social skills ranking. Its significance includes: the development of interpersonal relationship and communications skills, decision making and problem solving skills, and coping with emotional and stress skills. Its effectiveness was higher than the specified criterion. The experimental students’ post-test scores were significantly higher than the pretest by .05. The pretest/posttest mean scores were 54.86/70.94 for small schools, 58.54/70.82 for medium schools, and 54.17/67.90 for large schools. The students and teachers’ opinion on learning model, in overall, was in “High” level.  Key words: Interpersonal relationship and communication skills,  decision making and problem solving skills, coping with emotion and stress skills.