1、Teaching communication for the clinical professions: a common approach across disciplines,Thoirs K, Ullrich S, Harper R, Coffee J, Cross G.,Aims,To develop three multimedia simulation learning modules which are representative of the clinical experiences of students and which are aligned to the learn
2、ing objectives appropriate to the pre-clinical phase of education for students undertaking programs in clinical professions.,UniSA Learning and Teaching Development Grant 2016: Teaching clinical communication skills: developing a flexible and experiential educational model using digital technologies
3、 for the health disciplines.,Why?,Poor communication is a leading factor in accidental harm to patients1 Communication is a common issue raised in patient complaints2 an important mechanism in teamwork3. identified as a deficit skill across a range of students, including, but not exclusive to intern
4、ational students clinical placement providers are more willing to offer clinical training for students if they have developed skills in communication4Resources that could be shared across multiple disciplines; a vehicle for inter-professional and multi-professional education,Leonard M, Graham S, Bon
5、acum D. The human factor: the critical importance of effective teamwork and communication in providing safe care. Quality 16(1): 53-69.,What communication skills should we focus on?,Survey Final year individual interviews,Survey,Survey questions were centred around 61 communication learning objectiv
6、es common to a range of health professionals which have been identified by a multidisciplinary group of communication education experts in Europe 1. (Health Professionals Core Communication Curriculum)Three domains communication with patients intra- and interpersonal communication communication in h
7、ealth care teamsQuestionsHow important is it for students to develop this skill? When should this skill be introduced into the curriculum? (Rating scale: 1=prior to embarking on their first clinical placement, 2=midway through their clinical program, 3=towards the end of their clinical program, 4=no
8、t applicable)1Bachmann C, Abramovitch H, Barbu CG, Cavaco AM, Elorza RD, Haak R, Loureiro E, Ratajska A, Silverman J, Winterburn S, Rosenbaum M. A European consensus on learning objectives for a core communication curriculum in health care professions. Patient Educ Couns. 2013 Oct; 93(1):18-26.,Surv
9、ey respondents,Survey: Results for Domain 1: Communication with patients,Survey: Results for Domain 1: Communication with patients,Importance rankings by aggregrate score: 0-50= , 50-100=, 100-150 =, 150-200 =, 200+ =. Dominant responses are a combination of clinical stages,Survey: Results for Domai
10、n 2: Intra- and interpersonal communication,Survey: Results for Domain 2: Intra- and interpersonal communication,Map of when patient communication skills should be introduced, with importance rankings by aggregrate scores. Importance rankings: 0-50= , 50-100 = ,100-150 =, 150-200 =, 200+ =. Dominant
11、 responses are a combination of clinical stages,Survey: Results for Domain 3: Communication in health care teams,Survey: Results for Domain 3: Communication in health care teams,Map of when patient communication skills should be introduced, with importance rankings by aggregrate scores. Importance r
12、ankings: 0-50= , 50-100 = ,100-150 =, 150-200 =, 200+ =. Dominant responses are a combination of clinical stages,Individual interviews,Seven final year UniSA students Podiatry, physiotherapy, midwifery, nuclear medicine, radiotherapy and exercise physiology.,Descriptive Accounts,Descriptive Accounts,Descriptive Accounts,Descriptive Accounts,Preliminary Explanatory Accounts,Artefacts from project,Videos Student activities (based on rubrics) Educator guideshttps:/lo.unisa.edu.au/course/view.php?id=5282,Acknowledgments,
