1 / 25

Communication Skills Using Simulation for Physicians

Communication Skills Using Simulation for Physicians (Dealing with Angry Patients and Cultural Sensitivities) Iblagh,Nadia BSc,MA.Leadership MSc.Med.Ed &Diabetes Candidate-University ofDundee. Introduction.

roary-brennan
Télécharger la présentation

Communication Skills Using Simulation for Physicians

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Communication Skills Using Simulation for Physicians (Dealing with Angry Patients and Cultural Sensitivities) Iblagh,Nadia BSc,MA.Leadership MSc.Med.Ed &Diabetes Candidate-University ofDundee

  2. Introduction • Good non- technical (eg. vigilance, anticipation, clear communication, team coordination) can reduce the likelihood of error consequently of accidents. • Simulation is a powerful tool because it allows the trainer to systematically control the schedule prime, presentation of feedback and introduction( or suppression) of environmental distractions, within a safe, controlled environment.

  3. Slide taken from Rhonaflins ppt called “safety at the sharp End!

  4. Leadership • Team Work • Communication • Situation Awareness • Decision Making • Personal Limitations – managing stress and fatigue

  5. Reports of problems caused by mis-communication amongst • Practitioners themselves • Patients and the practitioners • Non- technical clinical skills vs Technical skills training in Kuwait

  6. Objectives Designing a training session for HCP to train them on one NTS at a time .

  7. Learning Outcomes • Identifying techniques for effective communication skills • focus on dealing with angry patients • Being able to handle cultural issues effectively.

  8. Methods • Standardized patients (SPs), a trained actor used as "real" simulators • The SP playing a specific role based on given scenario.

  9. Teaching Strategies Number of strategies 1- SISFR 2- STEPS

  10. 1- SISFR • S = Set the context and identify roles and outcomes. • I = Immerse in roles and practice for agreed time frame • S = Summary presentation of progress with scenario • F = Feedback from self, peers, and tutors • R = Refine practice building on feedback. I

  11. Feedback • Information describing students' performance in a given activity. • Key step in the acquisition of clinical skills. • Often omitted or handled improperly in a clinical training.

  12. When effective feedback is provided and focuses on directly observable skills and behaviors, important personal and educational progress can occur, Katz

  13. Feedback & Debriefing Importance of the feedback & debriefing SETGO : • What student Saw. • What else the group/student Saw • What the student Thinks • What Goal do we want to achieve. • Any offers how we get there

  14. The Intervention • Videotaping • Setting the simulated scenario • Immersion & belief

  15. Evaluation & Feedback • Comments on : the strategies used • The reflection • Authenticity • Future trainings

  16. Limitations

  17. Notes Improved performance ? true progression ? or an artificial improvement!!

  18. Conclusion/ Reflection • The results for this study would be used designing and providing non-technical skills session. offering practitioners, clinical skill sessions, using simulation equipped with standards teaching strategies to master those skills is a milestone towards a better health outcome.

  19. References

  20. 1. Leonard M, Graham S, Bonacum D. The Human factor: the critical importance of effective teamwork and communication in providing safe care. QualSaf Health Care 2004;13(Suppl 1):i85–90. • 2. BeaubienJ,BakerP. The use of simulation fortraining teamwork skills in healthcare:how low can you go?QualSafHealthCare. 2004;13(Suppl ):i51–6. • 3. MaguireP,PitceathlyC. Key communication skills and how to acquire them. BMJ.2002;325:697–700. • 4. Johnston P, Fioratou E, Flin R. Non-technical skills in histopathology: Definition and discussion. Histopathology 2011; 59: 259– 367. • 5. Flin R, OConnor P, Crichton. Safety at the Sharp End. A Guide to Non-Technical Skills. Aldershot: Ashgate; 2008. • 6. Mitchel, A. M, Fioravanti M, Founds S, Hoffmann, R. L., & Libman, R. Using simulation to bridge communication and cultural barriers in health care encounters: Report of an international workshop. Clinical Simulation in Nursing, 2010; 6(5):193–198.

  21. 7. Fay-Hiller TM, Regan RV, Gordon MG. Communication and Patient Safety in Simulation for Mental Health Nursing Education. Issues in Mental Health Nursing 2012; 33(11):718-726. • 8. KaufmanD.M.,ABC of learning and teaching in medicine: Applying educational henry in practice.BMJ(2003),326,213-216 • 9. JarcheH. Modelling,notshaping.[homepageontheInternet].2012[cited2012Nov 29]. Available from: http://www.jarche.com/2012/01/modelling-not-shaping/

  22. Torre D.M., Daley B.J., Sebastian J.L., Elnicki D.M. Overview of Current Learning • Theories for Medical Educators. American Journal of Medicine 2006;119 (10):903-907. • ChronisterC, Brown D. Comparison of Simulation Debriefing Methods. Clinical Simulation in Nursing, 2012; 8(7):281-288. • Pendleton D, Schofield T, Tate P., A method for giving feedback. In: Theconsultation: an approach to learning and teaching.Oxford: Oxford University Press, 1984. 68–71. • CarrS., The foundation program assessment tools: an opportunity to enhance 2006;82:576-9.

  23. ThankYou

More Related