Browsing by Subject "communication skills"

Now showing 1 - 4 of 4
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    Impact of a brief faculty training to improve patient-centered communication while using electronic health records
    (Elsevier, 2018) Lee, Wei Wei; Alkureishi, Maria L.; Isaacson, J. Harry; Mayer, Mark; Frankel, Richard M.; London, Daniel A.; Wroblewski, Kristen E.; Arora, Vineet M.; Medicine, School of Medicine
    Objective Despite rapid EHR adoption, few faculty receive training in how to implement patient-centered communication skills while using computers in exam rooms. We piloted a patient-centered EHR use training to address this issue. Methods Faculty received four hours of training at Cleveland Clinic and a condensed 90-minute version at the University of Chicago. Both included a lecture and a Group-Objective Structured Clinical Exam (GOSCE) experience. Direct observations of 10 faculty in their clinical practices were performed pre- and post-workshop. Results Thirty participants (94%) completed a post-workshop evaluation assessing knowledge, attitude, and skills. Faculty reported that training was important, relevant, and should be required for all providers; no differences were found between longer versus shorter training. Participants in the longer training reported higher GOSCE efficacy, however shorter workshop participants agreed more with the statement that they had gained new knowledge. Faculty improved their patient-centered EHR use skills in clinical practice on post- versus pre-workshop ratings using a validated direct-observation rating tool. Conclusion A brief lecture and GOSCE can be effective in training busy faculty on patient-centered EHR use skills. Practice Implications Faculty training on patient-centered EHR skills can enhance patient-doctor communication and promotes positive role modeling of these skills to learners.
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    Methods of Current Knowledge Teaching on the Cybersecurity Example
    (MDPI, 2022-10-22) Nyemkova, Elena; Justice, Connie; Liaskovska, Solomiia; Lakh, Yuriy; Computer Information and Graphics Technology, Purdue School of Engineering and Technology
    Teaching of modern cybersecurity specialists should be up to date and use the newest methods and methodologies in universities as the IT industry is rapidly growing and constantly changing. A good idea is to use methods of management in IT companies as methods for current knowledge teaching of university students. It is also worth engaging students not only in educational international projects but the research projects as well. This work analyzes the method for teaching students, and the Scrum methodology was selected and implemented for educational and research projects. Students participated in both projects, however, Scrum models should be different for them and this is illustrated in the paper. The visualization of collected statistical data of the performed educational project illustrated distributions of students by specialization and by marks. The distributions by marks showed that using the Scrum model for the teaching course significantly increases the marks compared with the average level marks of the students in their specializations.
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    Twelve Tips for Just in Time Teaching of Communication Skills for Difficult Conversations in the Clinical Setting
    (Taylor & Francis, 2017) Hinkle, Laura; Fettig, Lyle; Carlos, W. Graham; Bosslet, Gabriel; Medicine, School of Medicine
    The ability to communicate well with patients and other members of the healthcare team is a vital skill for physicians to have, but one that is often not emphasized in medical education. Learners of all levels can obtain and develop good communication skills regardless of their natural ability in this area, and the clinical setting represents an underutilized resource to accomplish this task. With this in mind, we have reviewed the growing body of literature on the subject and organized our findings into twelve tips to help educators capitalize on these missed opportunities. While our emphasis is helping learners with difficult discussions, these tips can be easily adapted to any other clinical encounter requiring clear communication. Teaching effective communication skills in the clinical setting requires some extra time, but the steps outlined should not take more than a few minutes to complete. Taking the time to develop these skills in our learners will make a significant difference not only their lives but also their patients and their families.