Development Of Interpersonal Skills Research Articles

Prioritising the development of paramedic students’ interpersonal skills

Objective This paper analyses residential-aged care clinical placements undertaken by undergraduate paramedic students participating in the Wicking Dementia Research and Education Centre's ‘Teaching Aged Care Facilities Program’. Benefits of the placement in facilitating the development of critical interpersonal skills are identified and discussed. Setting A cohort of final year undergraduate students (n=31) completed a five-day clinical placement in four participating residential-aged care facilities in Tasmania, Australia. Method The research involved the collection of qualitative data during student feedback meetings at the end of students’ placements. The data were analysed using a thematic analysis approach. Additionally, quantitative data from pre- and post-placement surveys were collected and analysed using IBM SPSS Statistics 20.0.0. Results The research found that students benefited from the placement in terms of developing their interpersonal skills. Students demonstrated an increased understanding of dementia and improved communication strategies for working with people with dementia. Conclusions Paramedic clinical placements in residential-aged care facilities address two key issues identified by the Australian Learning and Teaching Council, these being a lack of interpersonal skills among graduate paramedics and a shortage of alternative learning sites.

Applying Task-Based Learning to translator education

This paper reports and discusses the outcomes of an innovative pilot training program using Task-Based Learning (TBL) in the context of translator education. The objectives were twofold: to investigate the extent to which the use of TBL helped novice participants develop their problem-solving skills, and to examine learner perceptions of the usefulness of TBL. The training program incorporates key characteristics of TBL, including tasks consisting of pedagogically sequenced stages, guided by the overall objective of achieving learner autonomy. In this study, six postgraduate students majoring in translation and interpreting in Australian universities participated in the program. The process and product of five tasks were evaluated by two professional translators using a set of rubrics. A series of interviews was conducted to identify learner perceptions of the usefulness of TBL. Overall, learners showed progress in recognizing differences between novices and professionals and in solving key problems. In terms of the second research objective, the learners perceived TBL to be a useful learning methodology, facilitating awareness of novice-professional differences, appreciation of the critical consequences derived from risks and problems, and development of interpersonal skills, including the discovery of new approaches to resolving translation challenges through peer interaction.

Evaluasi Keterampilan Komunikasi Interpersonal antara Konselor dengan Siswa, Staf Sekolah, dan Orangtua di SMKN Kota Malang

This study aimed to evaluate the skills of interpersonal communication between counselors and students, school staff, and parents. The approach used mixed method, with the type of evaluation research. The research instrument consisted of a questionnaire interpersonal communication skills and interview guides interpersonal communication skills. Subject of research is three counselors in one of SMK Negeri Malang. The results showed that interpersonal communication skills counselors with students, school staff, and parents are performing well with an average percentage score of 81.7%. The results of this study helpful for counselors as consideration in the development of interpersonal communication skills. Therefore, it is expected for counselors in order to continue to develop interpersonal communication skills with students, school staff, and parents through training / workshops.

Considering the Effects of Time on Leadership Development

As local governments across the United States adapt to economic shifts, workforce reshaping, and continued demand for services, training to confront these challenges has become more important. However, training resources are limited, investment in these programs is not always prioritized, and evaluating outcomes is difficult. This study analyzes data from a local government leadership development program to examine training impacts over time. It focuses on leadership skills and the ways in which individual’s self-assessments change over time. The findings indicate that although leadership training is an important factor in the development of both conceptual and interpersonal leadership skills, the long-term effects of training on these two types of skills vary significantly. Understanding the training effect decay associated with leadership skills development can help human resource managers and public organizations strategically plan, evaluate, and invest in these training activities to better prepare their workforce to meet future challenges.

Prioritising the development of paramedic students' interpersonal skills

Objective: This paper analyses residential-aged care clinical placements undertaken by undergraduate paramedic students participating in the Wicking Dementia Research and Education Centre's ‘Teaching Aged Care Facilities Program’. Benefits of the placement in facilitating the development of critical interpersonal skills are identified and discussed. Setting: A cohort of final year undergraduate students (n=31) completed a five-day clinical placement in four participating residential-aged care facilities in Tasmania, Australia. Method: The research involved the collection of qualitative data during student feedback meetings at the end of students' placements. The data were analysed using a thematic analysis approach. Additionally, quantitative data from pre- and post-placement surveys were collected and analysed using IBM SPSS Statistics 20.0.0. Results: The research found that students benefited from the placement in terms of developing their interpersonal skills. Students demonstrated an increased understanding of dementia and improved communication strategies for working with people with dementia. Conclusions: Paramedic clinical placements in residential-aged care facilities address two key issues identified by the Australian Learning and Teaching Council, these being a lack of interpersonal skills among graduate paramedics and a shortage of alternative learning sites.

Transitional care in clinical networks for young people with juvenile idiopathic arthritis: current situation and challenges.

Clinical networks for paediatric and adolescent rheumatology are evolving, and their effect and role in the transition process between paediatric and adult services are unknown. We therefore explored the experiences of those involved to try and understand this further. Health professionals, young people with juvenile idiopathic arthritis and their families were recruited via five national health service paediatric and adolescent rheumatology specialist centres and networks across the UK. Seventy participants took part in focus groups and one-to-one interviews. Data was analysed using coding, memoing and mapping techniques to identify features of transitional services across the sector. Variation and inequities in transitional care exist. Although transition services in networks are evolving, development has lagged behind other areas with network establishment focusing more on access to paediatric rheumatology multidisciplinary teams. Challenges include workforce shortfalls, differences in service priorities, standards and healthcare infrastructures, and managing the legacy of historic encounters. Providing equitable high-quality clinically effective services for transition across the UK has a long way to go. There is a call from within the sector for more protected time, staff and resources to develop transition roles and services, as well as streamlining of local referral pathways between paediatric and adult healthcare services. In addition, there is a need to support professionals in developing their understanding of transitional care in clinical networks, particularly around service design, organisational change and the interpersonal skills required for collaborative working.Key messages• Transitional care in clinical networks requires collaborative working and an effective interface with paediatric and adult rheumatology.• Professional centrism and historic encounters may affect collaborative relationships within clinical networks.• Education programmes need to support the development of interpersonal skills and change management, to facilitate professionals in networks delivering transitional care.

Integrating Histology, Gross Anatomy and Histopathology in a Case Based Approach to Inflammatory Bowel Disease

At Oakland University William Beaumont School of Medicine (OUWB), integration has progressed beyond the basic concept of horizontal and vertical integration. We now emphasize student‐directed learning, active learning, development of interpersonal skills, problem solving, and self‐reflection. Inflammatory Bowel disease (IBD) has two major constituents: ulcerative colitis and Crohn's disease. It can involve any segment of the GI tract, as well as other systems that share clinical and pathological characteristics. As such, IBD serves as an excellent model for how we accomplish integration within our curriculum.We will use clinical scenarios of IBD cases, with learning objectives defined by the students. Students will address comprehensively the anatomy, histology, histopathology, and pathophysiology in a manner that will provide a thorough understanding of the disease. Then, they will establish a final diagnosis. This approach will be facilitated by making available to the students a wide variety of resources. Students and instructors will grade these activities along with formal evaluations based on well‐defined criteria.This student‐directed strategy requires a major shift in the way educators think about medical school teaching. It is a successful integration approach whereby students themselves take initiative and responsibility for determining what is worthwhile to learn. In addition to horizontal integration and vertical integration, it offers several intangible benefits. Chief among those benefits is building a community of students with high level of skills and professionalism.As time goes on, new educational activities will be initiated that will promote student‐directed learning, critical thinking and working collaboratively.

APA's Education Council Issues Report on Need for Integrated Care Training

APA's Education Council Issues Report on Need for Integrated Care Training

South Asian students' needs for Cantonese and written Chinese in Hong Kong: a linguistic study

Based on qualitative data obtained from 15 South Asian (SA) B.Ed. (EL) (Bachelor of Education in English Language) students, this study reports on SA students' difficulty in mastering Mandarin-based written Chinese and the vernacular Cantonese in Hong Kong. For convenience, SA here also refers to students whose homeland is the Philippines. Since Britain's return of sovereignty to China on 1 July 1997, the language policy of post-colonial Hong Kong is characterised by biliteracy and trilingualism (兩文三語): the ability to read and write Chinese and English and to speak Cantonese, English and Putonghua/Mandarin. Unlike during the colonial era, much greater significance is now accorded to Chinese literacy, but SA students' poor performance in written Chinese and Cantonese defies such social expectations. A lack of Chinese literacy is a major stumbling block towards gaining access to educational and career opportunities. This raises two ethical issues: social inequality resulting from a lack of a level-playing field and denial of opportunities for social mobility through education. Implications of our empirical findings will be briefly discussed in light of Cummins' interdependency hypothesis on the development of basic interpersonal communicative skills and cognitive academic language proficiency in Chinese.

Influences of Resident Camp Experiences on Career Choice: A Case Study of Female Alumnae

Few studies have explored the long-term impacts of camp experiences on career choice, although there is a need to better understand how camp experiences may influence this decision to guide staff recruitment and retention efforts. The purpose of this study was to examine the influence of camp experiences on future career paths for women. Twenty-two camp alumnae who attended an all-girls camp completed a retrospective online survey. Salient themes related to career impacts included human service career interest, outdoor career interest, leadership and interpersonal skill development, and social-emotional skill development. Considerations for future research include a national study of a more representative sample of camp alumni to shed greater light on occupational choice and career path for camp alumni.

Exploring Clinical Rotation Competence Improvements after Interpersonal Skills Development in At-Risk Medical Students

Exploring Clinical Rotation Competence Improvements after Interpersonal Skills Development in At-Risk Medical Students

Techniques for Teaching Communication Skills: Developing “Great Communicators”

OPEN ACCESSDecember 1, 2014Techniques for Teaching Communication Skills: Developing “Great Communicators” Toi Harris, MD, Nadia Ismail, MD, Med, MPH, Sheila Loboprabhu, MD, Ayesha Mian, MD, Geeta Singhal, MD, MEd, Joseph Kass, MD, JD, Joan Friedland, MD, MPH Toi Harris, MD Baylor College of Medicine Google Scholar More articles by this author , Nadia Ismail, MD, Med, MPH Baylor College of Medicine Google Scholar More articles by this author , Sheila Loboprabhu, MD Baylor College of Medicine Google Scholar More articles by this author , Ayesha Mian, MD Baylor College of Medicine Google Scholar More articles by this author , Geeta Singhal, MD, MEd Baylor College of Medicine Google Scholar More articles by this author , Joseph Kass, MD, JD Baylor College of Medicine Google Scholar More articles by this author , Joan Friedland, MD, MPH Baylor College of Medicine Google Scholar More articles by this author https://doi.org/10.15766/mep_2374-8265.9974 SectionsAbout ToolsDownload Citations ShareFacebookTwitterEmail Abstract Introduction: Many national medical organizations have identified the significance of communication within the patient-physician relationship. The AAMC, the Kalamazoo II Report, the ACGME, and the ABMS have each issued calls for the development and maintenance of effective interpersonal skills to be applied during medical encounters. In order to do so, faculty need to be able to teach the core competencies of interpersonal and communication skills to medical learners. Therefor, the authors created this resource for educators who are developing their skills for teaching learners how to practice active listening as a basic element of communication in their clinical practice. Methods: Techniques to teach these communication skills within clinical settings are presented and explored through interactive lectures, media, role-plays, and appreciative inquiry. This program can be appropriate for undergraduate medical education, graduate medical education, and faculty continuing their medical education. Results: This workshop is a regularly scheduled college-wide offering of Baylor College of Medicine Faculty Development Office for the last 5 years, with an average overall quality rating of 4.6 on a 1 to 5 scale (5 being highest). Attendees believed the workshop increased their ability to think and reflect upon their own communication skills and that their medical learners would benefit from their participation. Attendees repeatedly noted that the opportunity to actually experience and then discuss communication barriers provided invaluable insights. Representative comments from participants include: “Small group discussion and diversity of workshop style kept audience very engaged throughout the workshop,” and “The use of video to juxtapose differences in communication really helped. Additionally, role playing gave the opportunity to experience communication barriers first-hand.” Discussion: The workshop has been presented using a variety of formats and based on feedback from program participants, the interactive components of the workshop are essential. Presenting the information in an interactive manner allowed participants to draw upon their own experience as communicators and reflect on making changes in how they teach communication and listening styles to learners. The inclusion of role-plays, media clips, small-group discussion, and reflection exercises enhance the workshop by reinforcing communication concepts and strategies. This should be kept in mind when altering the time frames. Educational Objectives By the end of this session, the learner will be able to: Identify opportunities to teach the basic elements of communication as described in national competency consensus statements.Describe how the concepts of relationship-centered care apply to our clinical communication teaching.Demonstrate/observe specific skills of effective listening in patient encounters.Recognize effective techniques to teach listening skills. Sign up for the latest publications from MedEdPORTAL Add your email below FILES INCLUDEDReferencesRelatedDetails FILES INCLUDED Included in this publication: Instructor's Guide.doc Resource File List.docx Pre-Session Self-Evaluation and Key.docx Opening Case-The Difficult Patient.docx Communication Workshop.pptx Participant Role Play-In The Trenches.docx Appreciative Inquiry.docx Workshop Evaluation Form.docx Supplemental Activity Information.docx Glossary.doc Bibliography.doc To view all publication components, extract (i.e., unzip) them from the downloaded .zip file. Download editor’s noteThis publication may contain technology or a display format that is no longer in use. CitationHarris T, Ismail N, Loboprabhu S, Mian A, Singhal G, Kass J, Friedland J. Techniques for Teaching Communication Skills: Developing “Great Communicators”. MedEdPORTAL. 2014;10:9974. https://doi.org/10.15766/mep_2374-8265.9974 Copyright & Permissions© 2014 Harris et al. This is an open-access publication distributed under the terms of the Creative Commons Attribution-NonCommercial-Share Alike license.KeywordsPhysician-Patient RelationsEffective ListeningCommunication SkillsCommunication Disclosures None to report. Funding/Support None to report. Loading ...

Interpersonal and Communication Skills Development in Therapeutic Theatre

Interpersonal and Communication Skills Development in Therapeutic Theatre

Una propuesta para la renovación de la enseñanza del derecho.

El presente trabajo es una propuesta para la renovación de la enseñanza del derecho desde el marco del Espacio Europeo de Educación Superior. Partiendo de una concepción del derecho como ars boni et aequi (el arte de lo bueno y de lo justo), y del oficio del jurista como iustitia atque iniusti scientia (la ciencia de los justo y de lo injusto), se propone una enseñanza que abarque los tres niveles del conocimiento jurídico y que incluya el desarrollo de competencias procedimentales e interpersonales. Todo lo cual solo se podrá alcanzar con una metodología adecuada.

Potential of Service-Learning on Students’ Interpersonal Skills Development in Technical and Vocational Education

Developing students’ Interpersonal Skills is a core element of any well-designed Technical and VocationalEducation (TVE) particularly in this present era. This is couple with the fact that Interpersonal skills are amongthe crucial skills preferred in the world of work setting for the betterment of both employer and employee. Overthe years, employers of labour have drastically observed decline in interpersonal capabilities of high schoolgraduate for meeting the 21st century workplace’s challenges. However, abundant literatures have indicated thepotential roles of service-learning in providing students to achieve knowledge, cognitive skills (disciplinespecific Skills) and core employability skills specifically the interpersonal skills required in 21st centuryworkplaces. It is on this regard that this library work shed light on the concept of interpersonal skills, concept ofservice-learning, influence of service-learning in TVE for improving students’ interpersonal skills and the needsof interpersonal skills in TVE related job places. In conclusion, the paper discloses that the fact that there iscrucial demand for TVE graduates to posses interpersonal skills and other work skills for effective jobperformance in the competitive global work environment, it was finally recommended that in order to ensure noskills gap, educators in TVE training institutions, should equip the forthcoming TVE graduates with thenecessary skills for employment by lying more emphasize on renown and superior instructional pedagogies suchas the Service-Learning.

A RELAÇÃO INTERPESSOAL PRECEPTOR-EDUCANDO SOB O OLHAR DE MAURICE TARDIF: REFLEXÃO TEÓRICA

O objeto deste estudo consiste no Relacionamento Interpessoal entre o preceptor e o educando, enfatizando a interação desses atores e a importância da mesma como fator determinante para a formação profissional. A proposta tem por finalidade refletir sobre essa relação considerando a influência dela nos aspectos pedagógicos, sociais e culturais do processo de ensino- aprendizagem, explorando uma perspectiva teórica de Maurice Tardif acerca dos Saberes e da Interação humana. Um intercâmbio forte, autêntico e veraz proporciona o desenvolvimento de habilidades interpessoais, que é um componente de vida social, e atua em prol de benefício mútuo na formação e na profissionalização.

Students’ experiences with/in integrated Environmental Studies Programs in Ontario

In Canada there exists a noteworthy educational initiative referred to as Environmental Studies Programs (ESPs). These secondary school programs are interdisciplinary, helping to link subject matter and encouraging student responsibility. The results of three case studies of Ontario ESPs indicate that program participation has ‘real world’ applications and creates a safe space for genuine dialogue and critical reflection, and that students experienced changes in environmental attitudes and behaviors as a result of program participation. These findings offer further documentation of the benefits of integrated ESPs, including increased student engagement, learning experiences that are practical and relevant to students’ lives, experiential learning that is memorable and opportunities for development of social and interpersonal skills.

Preparing Couples for an Enriched Marriage

Alfred Adler’s wisdom regarding the major life task of love and intimacy is extremely relevant in today’s world of fragile marital relationships. The need to promote a feeling of significance and a sense of belonging is under attack from inadequate preparation, education, knowledge, and interpersonal skill development regarding the important life task of love and intimacy. Alfred Adler stated, “Of all the institutions which have been developed to better the relationship of sexes, co-education is the most important.” Obviously, he was acutely aware of the importance of mutual respect, cooperation, and encouragement that is necessary to meet the needs of one’s spouse to ensure an enriched lifetime relationship. This article discusses the need for optimal process as well as the benefits of developing a premarital program that aims to help prepare and equip couples for the rigors and joy of a lifetime commitment.

How work context and age shape political skill

Purpose– The purpose of this paper is to seek to predict increases in political skill, and more specifically networking ability, based on hierarchical position, time involvement, and the moderating effects of job incumbents’ age.Design/methodology/approach– These hypotheses were tested in a panel design with hierarchical regression analyses over two years with 150 works councillors from Germany. Self-reported political skill, time involvement, and position were measured at time 1, and political skill was measured again two years later.Findings– Works council members increase their political skill when they hold a higher position and have more time involvement. Further, councillors’ age was found to moderate these relationships. That is, older councillors develop political skill (specifically networking ability) at a higher rate than middle aged employees.Research limitations/implications– Future research should test the hypotheses in different populations and also include other ratings of political skill.Practical implications– It might not always be necessary to have available relevant social skills for a new job already, as these skills can develop over time.Social implications– Political skill is a resource at the workplace with the potential to promote fairness, health, and well-being.Originality/value– The present findings add a new perspective to interpersonal skill development: certain job demands moderated by age can change a job incumbent's social skills, particularly networking ability, over time and make her or him more capable of doing well. Thus, it is not always necessary to have available relevant social skills for a new job, as these relevant skills can developed within the context of the new job.

‘I owe it to my group members…who critically commented on my conducting’ – Cooperative learning in choral conducting education

This article explores cooperative learning in choral conducting education. The five characteristics of cooperative learning identified by Adams and Hamm ((1996). Cooperative learning: Critical thinking and collaboration across the curriculum (2nd ed.). Springfield, IL: Charles Thomas Publishers): positive interdependence; face-to-face interaction; individual accountability and personal responsibility for reaching groups goals; frequent practice with small-group interpersonal skills; and regular group processing and reflection have been used to structure the discussion on the learners’ perception of their development and their module’s effectiveness. The context in focus was an elective module on choral conducting education at master’s level. Cooperative learning in choral conducting education was shown to support the learners’ motivation for active participation in the teaching and learning process; to increase respect for diversity; to support the learners’ development of interpersonal, communication, leadership and teaching skills at both an individual and at a collective level; and to improve teacher effectiveness.