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TEACHING COMMUNICATION SKILLS TO MEDICAL STUDENTS
(department of medicine)
• Prof. Alka Ganesh
• Christian Medical College, Vellore
Introduction
• Commonly held concept • regarding communication skills
• “cannot be taught, only caught”• (caveat: can catch the wrong skills)
• “takes too much time”…. A myth• ( truth: little time needed )
TYPICAL 3 HOUR MINI-WORKSHOPFOR 20 STUDENTS
SESSION ONE (0 to 90 mins)
SESSION 2 ( 90 to 180 mins)
Introduction:
Didactic lecture……….. 30 mins
Plenary session:……… 45 mins
Discussion on concepts learnt
Tea-break……………… 15 mins Joint plenary (students & faculty)
Sharing real life experiences
……………………………45 mins
Student activity: ………. 45 mins
Role play, video viewing, mock interview etc.
First Posting( semester 3)
• BASIC INTERVIEW SKILLS
• Student activity
• 1) Watch video
• 2) Practice skills in groups of three; doctor, patient, observer
Second posting( semester 5)
• Advanced interview skills
• Student activity
• 1) practice skills in pairs
• 2) document experience and share with group
Third Posting(semester 6)
• Conflict resolution
• Student activity
• Role Plays
Fourth Posting( semester 8)
• Patient education
• Student activity
• Role play by students
Fifth Posting(Semester 9)
• Breaking bad news
• Student activity
• 1) Watch video
• 2) Practice in pairs
FACULTY TRAINING METHOD
• Teachers training in-house workshop
• 3 modules of 1.5 days duration each
• Concepts of affective domain and attitudinal skills learned.
• T/L methods of role play, small group dynamics, demonstrated and practised.
• Selected faculty invited to attend and participate in ongoing student communication sessions described above.
Resources required
• TIME: 15 hours (Total) spread over 42 months of clinical years to teach 5 topics
• Personnel: One trained and interested faculty member per session for 3 hours. Two or three other faculty and residents for 45 mins per session.
• Equipment: Video viewing facility. Classrooms
Factors facilitating process
• Interested experienced faculty
• Cooperative disciplined students
• Familiarity with small group dynamics in T/L process
• Concise format with clear activity timetable
Factors hindering programme
• Perception that this is a non-essential skill• Does not need formal T/L strategy: “Can be caught rather than
taught”
• Students Inexperienced with small group dynamics
• Perception that too much time is wasted.
Future plans
Sensitize administration on need to expand to all departments
Help departments to formulate their own modules
Mandatory testing of skills at end of posting examinations
Advocate inclusion in university examinations