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