how to teach comuni. skills 2016
TRANSCRIPT
The “how”: principles of how to teach and learn communication skills
Introduction
We explore four important questions:1. Why take a skills-based approach to
communication teaching and learning?2. Why is it necessary to learn communication
skills experientially? 3. Why take a problem-based approach to
communication skills teaching?4. Why complement experiential learning with
didactic methods and cognitive material?
Hashem Yaseen 2016
Hashem Yaseen 2016
The importance of both skills and attitudinal approaches to communication teaching.
Why take a skills-based approach to communication teaching and learning?
Hashem Yaseen 2016
The skills approach
The attitude approac
h
Hashem Yaseen 2016
The skills approach Communication is a skill It is a series of learned skills and not simply a
matter of personality. Individual skills can be delineated and
learned. Knowledge of appropriate skills does not
translate directly to performance. Practice with observation and feedback is
required to achieve acquisition of new skills and change in learners behaviour.
communication training requires formal instruction that is intentional, systematic, specific and experiential.
Hashem Yaseen 2016
The attitude approach Block in communication → deeper level of
attitudes and emotions. ??
Exploration of the doctor’s thoughts, feelings, and emotions towards patient. ??
Hashem Yaseen 2016
Why both skills and attitudes?
The concept of outcome
What you want to achieve?
The capacity !
Hashem Yaseen 2016
Why take a predominantly skills –based approach?
1. Skills acquisition is the one essential component of communication teaching and learning.
2. Skills acquisition is important even where are no attitudinal blocks.
3. The skills approach is less threatening to the defensive learner.
4. Skills acquisition can lead to changes in attitudes.
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Skills vs. Issues Issues-based approach Coursework is organized around
issues such as ethics , culture , age , death and dying and addiction.
Not preferred The well-rounded communication
curriculum deals with skills , attitudes and specific communication issues.
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Which teaching and learning methods work in practice ?
1 - experiential learning methods
2 - problem-based learning methods
3 - Didactic methods
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The evidence that specific experiential methods are necessary
Why use experiential learning methods?
I hear and I forget I see and I remember I do and I understand
Confucius (551-479 BC)
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handouts lecturesTraining
workshopVideo / audio
recording
Real patients
Simulated patients
Roleplay feedback
Teaching methods used to bring about changes in learners communication skills
Hashem Yaseen 2016
The evidence that specific experiential methods are necessary
Rutter and Maguire 1976
Roe 1980
Evanset al 1989
Madan et al 1998
Suggest the following key steps: • The provision of detailed written guidelines on the areas to
cover and the skills to use .• The opportunity to practice interviewing under controlled
conditions .• Observation by self and facilitator• The provision of feedback by an experienced facilitator with
the aid of audio or video tape
Hashem Yaseen 2016
What makes the mentor so good ?…. “He is gifted with patients.” !
Modelling
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The essential ingredients of experiential communication skills learning
Systematic delineation and definition of essential skills.
Observation of learners. Well-intentioned , detailed and
descriptive feedback . Video or audio recording and
review. Repeated practice and rehearsal of
skills. Active small group or one-to-one
learning.
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Feedback without observation is like treatment without diagnosis
Observation
Hashem Yaseen 2016
Video or audio recording advantages
Learners who can observe or listen to themselves understand their own strengths and weaknesses much more readily than if they rely on reflection alone.
Recordings encourage a learner – centered approach with the learner being more centrally and actively involved in the analysis
Recordings help to prevent misconceptions and disagreements Recordings allow feedback to be much more specific as there is always an
exact referent for any particular item of discussion Recordings help feedback to focus on description rather than on
evaluation Recordings allow areas to be reviewed on several occasions and enable
the learner to revisit feedback and learning at later date
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Repeated practice and rehearsal of skills.
1. Practising skills in safety.
2. Enabling ongoing feedback and rehearsal
3. Developing an individual approach.
Hashem Yaseen 2016
Active small group or one-to-one learning .
Requires learners to take a more active role – to learn by doing rather than by just listening or reading
Experiential study shifts the primary focus away from the lecture and the book to one's own behaviour
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Where do we start?
What de we observe and why?
Why use a problem – based approach to communication skills teaching?
Hashem Yaseen 2016
Why use a problem – based approach to communication skills teaching?
Adults are motivated by learning that is:1. Relevant to learners present situations.2. Practical rather than just theoretical3. Problem centered rather than subject centered4. Built on learners previous experience.5. Directed towards learners perceived needs6. Planned in terms of negotiated and emergent objectives7. Participatory, actively involving learners8. Geared to learner’s own pace9. Primarily self – directed10. Designed to promote amore equal relationship with
teachers11. Evaluated through self – and peer assessment
Hashem Yaseen 2016
Why use a problem – based approach to communication skills teaching?
Constructivism characterizes learners and learning as follows:
1. Knowledge is constructed by learner
2. Knowledge is based on learner’s understanding – scientifically collected or academic knowledge is important but it is the only truth.
3. The learner builds cognitive structures through interaction, reflection and inquiry.
Hashem Yaseen 2016
Discovering learners perceived needs
Using a problem – based approach in practice
Hashem Yaseen 2016
Creating a supportive climate
Using a problem – based approach in practice
Hashem Yaseen 2016
Developing appropriate experiential material
Using a problem – based approach in practice
Hashem Yaseen 2016
Taking a problem – based approach to analyzing the consultation
Using a problem – based approach in practice
Hashem Yaseen 2016
Hashem Yaseen 2016
The balance between self – directed and facilitator – directed learning
Hashem Yaseen 2016
Why include didactic teaching in the communication skills programme?
What place is there for more didactic ؟teaching methods
The “how”: principles of how to teach and learn communication skills