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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.

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Communication Skills Using Simulation for Physicians

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  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

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