Teaching Communication Skills Research Articles

Hubungan Kemampuan Berkomunikasi Guru dengan Motivasi Belajar Siswa di Sekolah Dasar

The problem in this study is that the teacher's communication skills affect student responses in receiving learning materials so that students have different motivations. This research is a correlational quantitative research that aims to determine the relationship between teacher communication skills and student learning motivation at SD Country 24 Macanang. The research data were obtained by distributing questionnaires to students. The results showed that there was a significant relationship between teacher communication skills and student learning motivation at SD country 24 Macanang with a 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 valueof (3.1962) greater (>)
 
 value (1.6741) which means H0 is rejected and H1 is accepted. Based on the results of the study, it can be concluded that the teacher's communication skills will have an impact on students' learning motivation. So the better the teacher's communication skills, the better the students' learning motivation. From these conclusions, the impact resulting from this study is known that a good teacher's communication skills will increase students' learning motivation..

Informing Simulation Design: A Qualitative Phenomenological Study of the Experiences of Bereaved Parents and Actors.

Simulations, which represent reality, are effective in pediatric healthcare communication skills education and training. Parents are increasingly engaged in simulation development, particularly for authentic character development, to help achieve greater psychological fidelity. For simulated encounters related to a child's end-of-life, involvement of bereaved parents would make sense. However, this is challenging because there is limited research to guide their inclusion and significant responsibility for any approach to be thoughtful and psychologically safe for participating parents. This study explores the impact and experiences of bereaved parents and actors who participated in simulation design. This qualitative phenomenological study involved five bereaved parents and two actors who participated in a full-day workshop to design and develop characters for use in a simulation. Individual semistructured interviews were conducted up to four weeks after the workshop. Data collected from these telephone interviews were analyzed using inductive content analysis. Bereaved parents found the workshop emotionally challenging but positive, worthwhile, and beneficial. Similarly, actors found the workshop helpful in character development and, although it was an intense experience for them, it validated the importance of their work. Key elements of our research findings could inform future such activities. Involving bereaved parents in simulation design can be psychologically safe and beneficial for both parents and actors. Ongoing involvement of bereaved parents may lead to higher-quality simulated experiences, allowing clinicians to practice skills to enhance care provided at a child's end-of-life.

KOMUNIKASI GURU PENDIDIKAN AGAMA DALAM MEMBENTUK KARAKTER SISWA

Abstract
 Character is an important capital in human life. Character is formed in the family and school environment. Schools as institutions for gaining knowledge and finding identity for students are determined by the communication skills of religious education teachers in influencing and providing instruction and good examples to students. This research was conducted using the field research method through a qualitative approach. The results of the study indicate that religious education teachers have provided understanding and influence on the formation of students' character through the important role of teachers and the ability of teachers to manage interactions in learning activities through good communication to develop positive attitudes through inculcating Islamic values ​​so that students can grow a sense of trust. self. Through the ability of teachers to be open, sensitive, responsive, friendly and patient to students in learning. As well as with the ability of teachers to develop a positive attitude in learning activities.
 
 Keyword: Communication, Teacher of Religion, Character

Using Gagne’s instructional design to teach communication skills in phlebotomy education through role-play

Background: Phlebotomy is a medical procedure that is performed frequently in the blood collection activities of medical institutions. The procedure involves close interaction with different types of patients—some of whom are cooperative and others, who, for many reasons, are not (for example, patients who have a fear of needles). Blood extraction is an essential skill in several medical specialties, such as in laboratory sciences. Lesson planning in phlebotomy education is mainly focused on procedural skills, and very little attention is given towards teaching communication skills despite the close patient interaction in phlebotomy. In this paper, I propose a lesson plan for teaching communication skills to medical laboratory sciences and nursing students based on Gagne’s instructional design. Methods: The training session included two main parts: training session using Gange’s instructional design and at the end of the session, the participants were surveyed for the effectiveness of the training session. Results: 17 participants were included in the study. Overall, the majority of the participants were highly satisfied with the effectiveness of the training session in teaching communication skills with all seven survey questions receiving a mean score of 4.58 on a Likert scale of 1-5. Conclusion: We demonstrated the effectiveness of Gange’s instructional beyond theoretical lesson planning to teach communication skills through role-play in phlebotomy education.

Effect of Interpersonal Communication Skills of Teachers in Teaching Teacher Motivation During the Pandemic COVID-19

This study aims to determine the effect of interpersonal communication skills on teacher teaching motivation during the COVID-19 pandemic. This research was conducted at the Tunas Pelita Binjai Private Vocational School, TP 2021/2022. This research method uses a non-test technique in the form of a questionnaire (questionnaire). The sample of this study amounted to 50 teachers at the Tunas Pelita Binjai Private Vocational School. The sampling technique was done randomly. The results showed that from the simple regression test results obtained P-0.565 < 0.05, meaning that there was an influence between interpersonal communication on teacher teaching motivation during the COVID-19 pandemic at the Tunas Pelita Binjai Private Vocational School for the 2021/2022 Academic Year.

Health literacy education programmes developed for qualified health professionals: a scoping review protocol.

Introduction: Health literacy education, for health professionals, has been identified as having the potential to improve patient outcomes and has been recognized as such in policy developments. Health literacy, as a relational concept, encompasses individuals' skills and how health information is processed in relation to the demands and complexities of the surrounding environment. Focus has been predominantly on the dimension of functional health literacy (reading, writing and numeracy), although increasing emphasis has been placed on interactive and critical domains. Such dimensions often guide the development of health professional education programmes, where the aim is to enhance the patient-practitioner relationship, and ultimately reduce the health literacy burden experienced by patients navigating health services. Currently little is known about qualified health professionals' education in health literacy and communication skills, and development, implementation or evaluation of such interventions. Aim: To identify and map current educational interventions to improve health literacy competencies and communication skills of qualified health professionals. Methods: A scoping review will be conducted drawing on methods and guidance from the Joanna Briggs Institute, and will be reported according to the Preferred Reporting Items for Systematic Review and Meta-Analyses extension for Scoping Reviews (PRISMA-ScR) Checklist. This study will retrieve literature on health professional education for health literacy and communication skills through a comprehensive search strategy in the following databases: CINAHL; Medline (Ovid); the Cochrane Library; EMBASE; ERIC; UpToDate; PsycINFO. Grey literature will be searched within the references of identified articles; Lenus; ProQuest E-Thesis Portal; RIAN and OpenGrey. A data charting form will be developed with categories including: article details, demographics, intervention details, implementation and evaluation methods. Conclusion: Little is known about the extent and nature of the current evidence base therefore a scoping review will be conducted, in order to identify programme characteristics in relation to health literacy competencies and communication skills.

THE EFFICACY OF COMMUNICATION SKILLS CURRICULA AND INSTRUCTION ON ACQUISITION OF SOFT SKILLS FOR STUDENTS IN KENYAN UNIVERSITIES: A CRITICAL ANALYSIS

Soft skills are some of the 21st century's most important life skills that should equip university students. Communication skills is one of the courses offered in Kenyan Universities to enhance the soft skills competencies of all undergraduates in their first-year semester. However, employers raised a concern that the newly hired graduates lack essential employability skills to perform office tasks effectively. Communication skills instruction and curricula do not contribute to the required soft skills competencies. The purpose of this study is to conduct a critical analysis of the efficacy of communication skills curricula and instruction on the acquisition of soft skills competencies required in the 21st-century workforce. The study had two objectives: to carry out a critical analysis of listening skills curricula and instruction on the acquisition of soft skills competencies and to examine critically speaking skills curricula and teaching on the acquisition of soft skills competencies. Speber and Wilson (1995) relevance theory of communication anchored the study. The study employed a qualitative approach to research methodology and content analysis to analyse the data. The findings revealed that communication skills instructors taught listening and speaking skills theoretically. There is a need for communication skills curricula to be aligned with industry-specific skills and communication skills instructors to utilise differentiated instruction, engaging pedagogies, and integrate information technology in their classrooms. The learner-centered approach will enhance the acquisition of soft skills competencies among the graduates. The research recommends that universities in Kenya review the communication skills course and align it with the Competency-Based Curriculum.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0957/a.php" alt="Hit counter" /></p>

Communication skills training in psychiatry

SUMMARYGood communication skills are the basis of all effective doctor–patient relationships, and psychiatrists in particular have to manage many types of complex interaction. Research shows the benefits of communication skills training. This article describes strategies for teaching relevant clinical communication skills to trainee psychiatrists on MRCPsych courses and in local centres. The authors set out a sustainable training framework using higher trainees as tutors. There is a need for more widespread teaching of clinical communication skills in psychiatry and at an early stage of specialist training.

Designing a model of attachment styles in the reconciliation of emotional relationships with the mediation of communication skills in married students of Hamedan University of Medical Sciences

Background and Aim: One of the successful factors in married life is proper communication skills between couples. Various researches have shown that communication problems are one of the most common problems expressed by couples. The present research was carried out in order to provide a model of attachment styles in the reconciliation of emotional relationships with the mediation of communication skills in students of Hamedan University of Medical Sciences. Methods: The current research method was correlation and structural equation modeling. The statistical population of this study included 410 married female students of Hamedan University of Medical Sciences in 2019-20, who were selected by convenience sampling. The data were collected using the Marital Compatibility Questionnaire (Spanier, 1976), Hazan and Shaver (1985) Adult Attachment Styles Questionnaire and Christensen and Salawi (1984) Communication Skills Questionnaire. Data analysis was done by path analysis using AMOS and SPSS version 20 software. Results: The results showed that secure attachment (β=0.14; P<0.001) had a direct effect on communication skills. Also, the indirect path of secure attachment with emotional compromise with the mediation of communication skills was significant (P<0.001). Conclusion: Therefore, according to the significant role of the components of secure attachment style and communication skills, therapists can examine the level of responsibility, happiness, increase resilience against psychological pressure in the discussion of examining and treating marital adjustment problems and teach communication skills in couples.

Investigating the effectiveness of teaching communicative english for undergraduate engineering students-A case study from the Eastern Indian state of Odisha

Purpose- This paper aims to investigate the effectiveness of the teacher and the design of modules of the English Lab in the teaching of English communication skills to undergraduate engineering students.

Representations of students with different strategies of meaning transfer about the teacher in the educational process

The author has studied peculiarities of students' representations with different strategies of meaning transfer on communication and professional skills of teachers influencing students' meaning-making. The research involved 156 students of the age of 18-21 at their BSc 1st -3rd years of different study areas. The results reveal that there are certain peculiarities in students' ideas on the expression of verbal and non-verbal characteristics of a teacher in the educational process with different strategies of semantic transfer. Students believe that expressive and verbal features of the teacher influence their learning outcomes and appropriation of professional meanings.

Medical Staff Teaching Experience During COVID-19 Pandemic

Background and Aims: The COVID-19 pandemic changed teaching and learning methods across the world. This cross-sectional study aimed to assess clinical tutor feedback on the e-learning at Taibah University Medical College during pandemic. Methods: Consenting medical faculty were asked to provide their feedback through an electronic semi-structured questionnaire which had both multiple choice and Likert scale responses. Sociodemographic data were also collected. The study was approved by Institutional Ethics Committee. Results: A total of 66 medical faculty members were participated. Most of the respondents were females (53%), almost half of them were Saudi nationals, and 48.4% had fewer than ten years of teaching experience. Most respondents felt that online teaching was the preferred choice during the pandemic, but over half of them (56.1%) favored classroom teaching for medical students. Almost fifty percent of the faculty members had not undergone training for medical education or online teaching. 86.4% of them felt that knowledge could be imparted through online teaching, but communication skills and psychomotor skills couldn’t be acquired by online teaching. Around 60% of teachers felt that it is difficult to assess the students through the virtual teaching method. Conclusions: The medical faculty members believe that e-learning is time-consuming, it decreases student-teacher interaction, and student evaluation and assessment are more difficult than classroom teaching. Virtual teaching is good for imparting knowledge; however, it is not the preferred method for teaching communication and psychomotor skills.

The changing face of postgraduate anaesthesia teaching curriculum: Need of the hour!

The speciality of anaesthesiology is evolving rapidly. The recent pandemic witnessed anaesthesiologists as the front-liners catering not only as critical care physicians but also as trainers and even administrators. Today, anaesthesiologists are required to have not just sound clinical knowledge but also proficiency in skills and techniques and aptitude for leadership. The recently introduced competency-based postgraduate training programme for anaesthesiology in India with its specific learning objectives envisages the creation of competent specialists with a broad range of skills who are competent not only to handle effectively medical problems but also acquire the basic teaching skills, communication skills and leadership qualities. The curriculum marks a paradigm shift from university-based, passive, teacher-centric to student-centric, active teaching-learning methods including problem-based and self-directed learning. The mindset, lack of adequately trained faculty, infrastructure, learning resources and time constraints form the major impediment in the successful implementation of the new curriculum.

Learning English Language and Communication Skills Online during COVID 19 Pandemic: Opportunities and Challenges

The goal of this study was to look at the opportunities and challenges of learning the English language and communication skills online during the COVID 19 pandemic. To meet the aims, the researcher created a comprehensive questionnaire containing information on many aspects of teaching Communication Skills in English. The information was gathered from the respondents using e-forms and personal interactions, as well as the designed scale. After gathering data, tables were created to classify the information, and regression was used to analyze the information. The study also discusses the abilities and competencies that teachers must possess to effectively teach English in online learning contexts. These abilities and talents are divided into six groups: educational skills, subject skills, design skills, technical skills, managerial and institutional skills, and social and communication skills.

Modifying the Jigsaw Technique for Teaching Communication Skills in a Technology-Enabled ESL Classroom

Modifying the Jigsaw Technique for Teaching Communication Skills in a Technology-Enabled ESL Classroom

Introduction of Module-based Training on Communication Skills among Interns in a Tertiary Care Teaching Hospital of Kolkata, India

Introduction: Many of the problems in Indian healthcare settings resulting in mistrust, violence, allegations and litigations against doctors can be solved by effective communication between doctors and patients or their relatives. Interaction of the students as a community physician needs training in communication skills. A structured module-based training on communication skills during internship will help the interns to communicate effectively with patients and their relatives. Aim: To develop, introduce and evaluate a structured, validated module on communication skills for interns in a Tertiary Care Teaching Hospital of Kolkata, India. Materials and Methods: A quasi-experimental, prospective, non randomised educational intervention study was conducted in the Department of Community Medicine at Institute of Post Graduate Medical Education and Research, Kolkata, West Bengal, India, from January 2020 to December 2020. A structured and validated module for teaching communication skills to interns was used to train one batch of interns posted (n=40) in the department, over two days. To establish the content validity of the module, the items on content validation were rated on a scale of 1-4 by 10 experts. The validators were asked about their responses favoring face validity of the module and the average of their responses were calculated. Post-training their knowledge, skills and self-reported efficacy were assessed. Feedback from the faculty (n=6), and the interns (n=40) were collected using structured survey forms with likert scale ratings and open-ended questions. The trained cohort of interns was also assessed on communication using the SEGUE (Set the stage, Elicit information, Give information, Understand the patient's perspective, and End the encounter) Framework during patient encounter. Results: Post-training knowledge score (16.68±2.5) was significantly higher than the pre-training score (15.45±2.9). Also, there was significant increase in self-assessed knowledge (11.08±3.7 and 17.23±3.3) and skills (9.60±4.6 and 16±2.9) before and after the training. All the interns had positive attitude towards communication skill on the Communication Skills Assessment Scale (CSAS). The mean score of interns on assessment using the SEGUE framework was 16.6±3.59. The satisfaction index of the items on the feedback survey obtained from interns ranged from 82.5% to 93%. There was 100% agreement by the faculty on the relevance, usefulness and use of the module by other departments for communication skill training. More faculty involvement and more such sessions were suggested by both groups as evident from thematic analysis of open-ended responses to the feedback questsions. Conclusions: The development and delivery of a structured training module on communication skills for interns improved the knowledge and skills of the interns. Both the faculty and the interns were satisfied with the module.

Evaluation of Patient- and Family-Centered Care in a Paediatric Clinic in Turkey: a Qualitative Study

Objective: Patient- and family-centered care (PFCC) involves the engagement of both the patients and their families, considering them as an essential member of the healthcare team. The aim of this study was to evaluate PFCC experience of hospitalized children’s parents in our hospital, assess current areas of strength and identify areas for growth for future improvement. Material and Methods: The inclusion criteria for the study were parents of children who were hospitalized for at least three consecutive days. The data of 27 mothers, who were the child’s primary caregiver in the hospital, were collected through face-to-face interviews. Children using immunosuppressive treatment were excluded from the study. Interviews lasted between 20 and 30 minutes. Data were analyzed using thematic framework analysis. Results: Mothers reported both positive and negative experiences during their hospitalization period. One of the main findings of our current study was that Turkish parents usually do not prefer to take an active role during the decision-making process. However, they do expect to be fully informed about the disease, diagnostic procedures, treatment, and expected complications. Conclusion: It is important to emphasize the importance of comprehensive implementation of PFCC for better healthcare outcomes. Recommendation includes offering communication skills training and education to healthcare providers and starting initiatives to improve the hospitals’ environment.

Comparing the effects of face-to-face and virtual education on nursing students’ communication skills

Background and aims: The quality of nurse-patient communication has significant effects on patient care outcomes. Therefore, education of communication skills (CSs) to nurses and nursing students can improve patient care outcomes. The aim of this study was to compare the effects of face-to-face education (FTFE) and virtual education (VE) on CSs among nursing students. Methods: This quasi-experimental study was conducted in 2021. Participants were 51 senior nursing students in their internship course in Shahrekord Faculty of Nursing and Midwifery, Shahrekord, Iran. They were recruited to the study through a census and were allocated to FTFE and VE groups through the Random Allocation Software. FTFE was provided in two sessions through the lecture and the question and answer methods, while VE was provided in a single online session through simulated multimedia content. Participants’ CSs were assessed before and ten days after the study intervention through a 50-minute Objective Structured Clinical Examination with five consecutive stations on communication with elderly patient, communication with adolescent patient, communication with aggressive patient, communication with illiterate or non-communicative patient, and communication for consent. Data were analyzed using the SPSS software (v. 23.0) and through the independent sample t, paired-sample t, and chi-square tests and the multivariate analysis of variance (MANOVA). Results: The posttest mean scores of CSs in both groups were significantly greater than their corresponding pretest values (P<0.05). However, there were no significant differences between the groups respecting the pretest and the posttest mean scores of CSs. The pretest mean score of the communication with elderly patient skill and the posttest mean score of the communication with aggressive patient skill had significant relationship with participants’ place of residence and gender, respectively (P<0.05). Conclusion: VE is as effective as FTFE in significantly improving nursing students’ CSs. Therefore, quality VE programs are recommended to fulfill the different educational needs of nursing students.

Level teaching of the English language in schools of Kazakhstan: planning and teaching practice

This article is devoted to the analysis of the current state of level teaching of the English language in schools of Kazakhstan. The transition to level education in the Republic of Kazakhstan required significant changes in the entire educational process for teaching foreign languages: the introduction of new, more effective teaching technologies that simulate linguistic conditions of the country of the target language, the creation of new documentation, the training of teachers, the development of a new system for assessing student results. The main change was the transition from traditional teaching, focused on teaching grammar and vocabulary, knowledge of the rules of using the language, to teaching based on teaching communication skills, competencies. This article is a study on the impact of the practical application of the CEFR principles, as a recommended document, on the level teaching of the English language in Kazakhstani schools. Our study attempted to examine the impact that CEFR postulates have on teaching and lesson planning practice, and the extent of this change, by examining the practice of English teachers who have participated in CEFR-related advanced training, and professional training related with updated educational content and a communicative approach in teaching foreign languages. The results showed that training, as one of the scientific and methodological conditions for the transition to level education, has a positive impact on the area of planning and teaching. The obtained data show that the transition took place not only formally on paper, but also in classrooms.

TEOLOGI BIMBINGAN ORANG TUA KRISTEN DAN KOMUNIKASI INTERPERSONAL GURU UNTUK MEMOTIVASI BELAJAR ANAK

This study aims to determine the existence of meaningful contributions both partially and collectively from the interpersonal communication skills of Christian Education (CE) teachers and parental guidance to the motivation of students' CE learning. The research was conducted at Junior High School GKPI Padang Bulan. The population in this study is all Grade VII Christian students who number 61 people. The results concluded that there is a significant contribution from variable X1 (interpersonal communication skills of CE teachers) to variable Y (motivation to learn CE students). There is a significant contribution from variable X2 (parental guidance) to variable Y (student CE learning motivation). Rhitung value (0.553) (Rtabel value (0.361). The R2 determination value of the correlation calculation is 30.58%, and is meaningful, where things > ttabel (3.51 (1.701). There are contributions together from variable X1 (interpersonal communication skills of PAK teachers) and variable X2 (parental guidance) to variable Y (student PAK learning motivation). Christian education teachers need to encourage communication skills for students and fellow Teachers in various forms of formal and non-formal training in daily practice. Likewise, parents keep an eye on the frame of love in guiding the children god-given to them