Jimenezshort1929

In a survey, students agreed that they had learned many new skills and that they considered this learning as being important in their future employment. They felt that the SP feedback was helpful and that being observed by peer-students during the encounter or filling in a checklist while observing peer-students in other encounters added to their learning. During the debriefing of the simulation with a clinical expert, students judged the scenarios as realistic and relevant, praised the SP performances and identified that the most instructive aspect of the training was the opportunity to practice and to get feedback. Conclusion Telephone consultations require specific skills that should be trained. The current Covid-19 pandemic and the recommendations of government institutions for patients to contact healthcare professionals primarily via telephone stress the importance of adequately training these skills. In this publication we describe a feasible and viable format for implementing this process.Background An increasing number of patients to treat combined with a rapidly growing amount of knowledge to integrate, is challenging for future doctors. To take the medical history and diagnose effectively, to send the patient to an expert, to create a relevant expert to expert communication, to discuss with the patient, the time needed for a decision, should be as short as possible. Investigating medical students' cognitive processes while solving a patient's case leads to the conclusion that educators should help and facilitate these reasoning and communication processes. Developments in information technology offer a large variety of tools for educators. Method Practicing repeated memory retrieval in clinically relevant virtual settings leads to more durable storage of theoretical knowledge, especially when applying the theoretical knowledge to meaningful cases. The cases in the present e-learning tool are only solvable when knowledge is coherent, communicated and well-organized, as they demand combination of different interdisciplinary knowledge-fields. Thus, by practicing in the virtual environment, prospective memory (i.e. the ability to remember to do something in the future) is changed and the intention and attention in learning processes is shaped and adapted to the core requirements of clinical practice. Conclusion Case-based learning can be a promising approach to teach students how to investigate and ask for important information. This paper focuses on undergraduate education and provides an outlook on possible concepts that can be used in different health care sectors.Objective Within the scope of a teaching project, students of veterinary medicine are to study animal and environmental observation and how to communicate with the persons responsible for animals on pig farms. They will be prepared to reflect on conversational behavior, identify difficult conversational situations and solve them in a goal-oriented way. In addition to piloting, the the aim of the study is to evaluate the teaching project by the students and the teaching staff. Methodology Animal observation is trained using a virtual tour of a stock farm based on pictures and videos. The didactic approaches Design Thinking and the creative Walt Disney method are used in order to work on a previously prioritized problem. A typical conflict situation in pig farming is simulated in a role-play. Acquired skills are put into practice during a stock examination on the practice day, where the students communicate their observations. Evaluation is conducted using paper-based questionnaires and feedback interviews. Results Evaluations of the students are generally positive. The desire to include communication studies in the curriculum was expressed several times. For the theoretical teaching units, a larger group of participants is needed to achieve higher interaction through diversity. The acquired knowledge is reliably applied and utilized on the practice day. Conclusion The theoretical teaching units extensively prepare the students for the practical stock examination and teach basic skills of communication. Some adjustments to the procedure and focus should be made regarding the practical part. Generally, the conveyed information and methods are considered to be important by the students.Given the context of implementing new licensing regulations for dentistry, this project report describes not only the current educational situation regarding communicative and social competency in dental education at the Medical Faculty of Heidelberg, but also introduces supportive and expanded measures that include medical educators and clinical staff. Based on less-than-satisfactory skills acquisition in students and experienced practitioners, it is necesssary to develop communicative and social competence not just in university courses with few hours of instruction, but also to practice and continually improve these skills in an educational clinical setting which serves as a system for teaching and learning knowledge and skills.Aim The Austrian Competence Level Catalogue for Medical Skills clearly states the importance of teaching communicative and social competence in the different subject areas of undergraduate medical and dental education. This paper aims to present an overview of the academic courses at the Medical University of Innsbruck that explicitly address the promotion of communication and social skills in medical students. Method This paper focuses on educators' descriptions of how communicating with patients is taught. The Medical University's longitudinal curriculum on medical interviewing is presented in detail. The courses on ethical principles in the dissection course, palliative medicine, and gender medicine are also outlined as examples. In addition, lecturers (n=536) participated in an online survey to determine the teaching and testing content regarding patient communication and to measure the value attached to the associated teaching and learning methods. Results The examples given by educators to illustrate learning objectives, educational content, and the teaching methods used to impart communicative and social competence provide an overview of the courses which focus on this topic or intentionally address it during the course. read more The results of the online survey offer a broad overview of the awareness of the topic at the university. Different testing formats are used to assess the skills being taught. Conclusion Familiarity with the various teaching methods used in the different courses is important for developing communicative and social competence in medical education. Active networking is necessary to anchor communicative and social competency as a major thread throughout an entire medical curriculum.