why do we study communication skills.ppt

Creating effective and engaging teachers' training sessions is crucial for professional development and improving teaching quality. Here are some ideas for teachers' training:

1. Interactive Workshops
Active Learning Techniques: Teach methods that engage students actively, such as think-pair-share, group discussions, and problem-solving activities.
Classroom Management: Offer strategies for maintaining a positive and productive classroom environment.
Differentiated Instruction: Train teachers on how to cater to diverse learning needs within the classroom.
2. Technology Integration
EdTech Tools: Introduce tools like Google Classroom, Kahoot!, and educational apps that can enhance learning experiences.
Blended Learning: Provide guidance on combining traditional teaching with online resources.
Digital Literacy: Ensure teachers are proficient in using digital resources and online platforms.
3. Collaborative Learning
Peer Observations: Organize sessions where teachers observe each other's classes and provide constructive feedback.
Professional Learning Communities (PLCs): Form groups of teachers who meet regularly to discuss and improve their teaching practices.
Mentoring Programs: Pair experienced teachers with newer ones for guidance and support.
4. Content-Specific Training
Subject Mastery: Offer in-depth training on the latest developments and teaching methods in specific subjects.
Curriculum Development: Help teachers design and implement effective lesson plans and assessments.
5. Student Engagement
Motivation Techniques: Train teachers on ways to motivate students and make learning enjoyable.
Cultural Competency: Educate teachers on understanding and respecting cultural diversity in the classroom.
6. Assessment and Feedback
Formative and Summative Assessments: Teach the differences and uses of various assessment types.
Effective Feedback: Guide teachers on how to provide constructive feedback that supports student growth.
7. Social-Emotional Learning (SEL)
SEL Strategies: Train teachers on incorporating SEL into their daily teaching to support students' emotional and social development.
Mental Health Awareness: Provide resources and training on recognizing and addressing student mental health issues.
8. Innovative Teaching Strategies
Project-Based Learning: Teach methods for implementing PBL to encourage critical thinking and problem-solving.
Flipped Classroom: Explain how to reverse the traditional learning environment by delivering instructional content outside of the classroom.
9. Reflective Practices
Self-Assessment: Encourage teachers to regularly evaluate their own teaching practices and set professional goals.
Journaling: Promote the practice of keeping a teaching journal to reflect on daily experiences and improvements.
10. Guest Speakers and Experts
Inviting Experts: Bring in guest speakers from various fields to provide insights and inspire teachers.
Panel Discussions: Organize panels with experienced educators and specialists to dis

1. Why study Communications skills?
This slide presentation is based on Introductory talks This slide presentation is based on Introductory talks
given by Dr Jonathan Silverman from Cambridgegiven by Dr Jonathan Silverman from Cambridge
The controls at the bottom of the slides allow you The controls at the bottom of the slides allow you

to change slide - click on the right arrow to change slide - click on the right arrow

View or collapse outline on leftView or collapse outline on left

View a slide full screen – icon bottom leftView a slide full screen – icon bottom left

2. Communication skills - why bother?Communication skills - why bother?
Why learn communication skills?Why learn communication skills?
Can you learn communication skills?Can you learn communication skills?
What is there to learn?What is there to learn?
How is it taught?How is it taught?
Where next?Where next?

3. The ability to integrateThe ability to integrate
- knowledge base- knowledge base
- communication skills- communication skills
- examination skills- examination skills
- problem-solving ability- problem-solving ability
CLINICAL COMPETENCE

4. Communication is a core clinical skill
How we do things is just as important
as what we do
Communication skills turn theory
into practice
The average GP undertakes 200,000
consultations in a professional lifetime!

5. Effective communication
is essential to the practice of
high quality medicine

6. Why learn communication
skills?Are there problems in communication Are there problems in communication
between doctors and patients?between doctors and patients?
Is there evidence that communication skills Is there evidence that communication skills
can overcome these problems?can overcome these problems?
Can these communication skills be taught?Can these communication skills be taught?

7. Are there problems in communication
between doctors and patients?reasons for the patient's reasons for the patient's
attendanceattendance
gathering informationgathering information
explanation and planningexplanation and planning
adherence to plansadherence to plans
medico-legalmedico-legal
lack of empathy and understandinglack of empathy and understanding

8. Is there evidence that communication skills
can be used to overcome these problems?
We now have research evidence to validate We now have research evidence to validate
the use of specific communication skills:the use of specific communication skills:
process of the interviewprocess of the interview
satisfactionsatisfaction
recall and understandingrecall and understanding
adherenceadherence
outcome: decreased patient concern outcome: decreased patient concern
symptom resolution symptom resolution
physiological outcome physiological outcome

9. Can communication skills be
taught?
communication is a clinical skillcommunication is a clinical skill
it is a series of learnt skillsit is a series of learnt skills
experience is a poor teacherexperience is a poor teacher
there is conclusive evidence that there is conclusive evidence that
communication skills can be taughtcommunication skills can be taught
and that communication skills and that communication skills
teaching is retainedteaching is retained

10. The goals of medical
communication
AccuracyAccuracy
EfficiencyEfficiency
SupportivenessSupportiveness

11. Is the prize on offer worth the
effort?
Effective communication offers more Effective communication offers more
than just good manners or being nicethan just good manners or being nice
Effective communication enables us Effective communication enables us
to become better doctors clinicallyto become better doctors clinically
Effective communication improves Effective communication improves
patient care and disease outcomespatient care and disease outcomes

12. Content: Content: what we do what we do
Process:Process: how we do it how we do it
Perceptual:Perceptual: what we're thinking what we're thinking
and and
feeling feeling

What is there to learn?

13. Calgary-Cambridge Observation
Guide
Structure:Structure:
Initiating the sessionInitiating the session
Gathering informationGathering information
Building the relationshipBuilding the relationship
Explanation and planningExplanation and planning
Closing the sessionClosing the session

14. Structure:Structure:
where am I and what do I want to achieve?where am I and what do I want to achieve?
Specific skills:Specific skills:
how do I get there?how do I get there?
Phrasing or behaviour:Phrasing or behaviour:
how can I incorporate these skills into my how can I incorporate these skills into my
own style and personality?own style and personality?

15. How do we change our
behaviour
in the consultation?Knowledge is important but only allows you Knowledge is important but only allows you
to know to know aboutabout communication communication
Experiential teaching is required to know Experiential teaching is required to know
howhow to communicate to communicate

16. How to teach communication
skills?How do we change our behaviour in How do we change our behaviour in
the consultation?the consultation?
Where is the block?Where is the block?
Skills or attitudes?Skills or attitudes?
Experiential or didactic teaching?Experiential or didactic teaching?
Know about or know how?Know about or know how?

17. How to teach communication
skills?observationobservation
video or audio playbackvideo or audio playback
well-intentioned feedback well-intentioned feedback
rehearsal rehearsal
active small group or 1:1 learning active small group or 1:1 learning

18. The challenges of experiential learning:The challenges of experiential learning:
 opportunisticopportunistic
 unstructuredunstructured
 potentially unsafepotentially unsafe
 it makes things worse before they get it makes things worse before they get
better!better!

19. The challenges of experiential
learning: how to provide a supportive how to provide a supportive
environmentenvironment
 how to maximise learning how to maximise learning andand safety safety
 how to structure sessionshow to structure sessions
 how to conceptualise learninghow to conceptualise learning
 how to introduce didactic material such how to introduce didactic material such
as theory and research as theory and research
 how to structure learning over timehow to structure learning over time

20. How to teach communication
skills?
needs to be on-going, developing needs to be on-going, developing
and "helical"and "helical"

cannot be learnt as a a one-off cannot be learnt as a a one-off
experienceexperience

21. The particular problems of teaching
established doctors
Many established doctors have received little Many established doctors have received little
previous instruction in communicationprevious instruction in communication
Their only "training" has been gained from Their only "training" has been gained from
their experience in medicinetheir experience in medicine
Experience alone is a poor teacher: need Experience alone is a poor teacher: need
observation, well-intentioned feedback and observation, well-intentioned feedback and
rehearsalrehearsal

22. The particular problems of teaching
established doctors further to fallfurther to fall
more unlearningmore unlearning
 more ingrained habitsmore ingrained habits
 more threateningmore threatening
 less aware of needless aware of need

23. How to
teach?You need a methodology that:You need a methodology that:
is based on experiential learning - is based on experiential learning -
observation, feedback and rehearsal observation, feedback and rehearsal
tackles the participant's own problemstackles the participant's own problems
BUT ALSOBUT ALSO
extends their understanding of extends their understanding of
underlying communication skills and underlying communication skills and
principles principles