Twelve tips for effective body language for medical educators

Hale, Andrew J.; Freed, Jason A.; Ricotta, Daniel N; Farris, Grace E.; Smith, Christopher C.

doi:10.1080/0142159x.2017.1324140

Cited by 22 publications

(25 citation statements)

References 32 publications

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“…If possible, step from behind a podium and move about the room to maintain audience attention and connection as equally as possible regardless of their location (Roediger et al, 2011); avoid pacing or other distracting motions. Incorporate these tips while maintaining authenticity in your personal style and in the situation (Hale et al, 2017).…”

Section: Tip 8: Promote Input From All Studentsmentioning

confidence: 99%

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Twelve Tips for Inclusive Teaching

Amayo¹,

Heron²,

Spell³

et al. 2021

MedEdPublish

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Grounded in the literature and the authors' experience running faculty development programs on inclusive teaching, we present twelve tips to ensure equitable access to learning for all students. Teaching inclusively begins with having an inclusive mindset and recognizing our biases. Faculty must embrace a growth mindset about their learners and themselves and accept that failure is a necessary part of learning. Providing structured learning that is multimodal and consistent with evidence from the cognitive sciences helps all learners. By fostering personal connections and offering regular feedback, faculty can ensure the success of all health professions students. Specific tips for teaching in the classroom, clinical, and online environments are provided.

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Section: Tip 8: Promote Input From All Studentsmentioning

confidence: 99%

“…or verbally ("I'm curious what the rest of you think", "let's save that topic for after class so we can return to the question at hand", etc.) (Hale et al, 2017).…”

Section: Tip 8: Promote Input From All Studentsmentioning

confidence: 99%

Twelve Tips for Inclusive Teaching

Amayo¹,

Heron²,

Spell³

et al. 2021

MedEdPublish

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“…4 NVC is an important skill needed for the teachers while they are interacting to large group of students because it effects positively on student's mood. 1 NVC is the behavior of the face, body, or voice 2,5 and is divided into; kinesics (body postures and body movements), vocalics (non-linguistic vocal cues such as volume and sound pitch), oculesics (gaze and movement of eye), haptics (body contact such as handshakes) and proxemics (personal space and distance). 4 The word kinesics refers to the study of hand, arm, body, and face movements.…”

Section: Introductionmentioning

confidence: 99%

Words are just Noise, let your Actions Speak: Impact of Nonverbal Communication on Undergraduate Medical Education

Aziz

Farhan²,

Hassan³

et al. 2021

Pak J Med Sci

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Objective: To explore student’s perceptions regarding impact of kinesics (facial expressions, gestures, head movements and postures) on undergraduate medical education. Methods: A qualitative exploratory online survey was conducted from July-Sept 2020 among purposively chosen final year BDS students (n=150) of three dental colleges of Islamabad during COVID-19 lockdown phase. Semi-structured survey questions were validated and piloted before execution. Thematic analysis was performed, and consensus was built among all authors regarding findings, hence ensuring analytical triangulation. Results: Response rate was 46% (69/150). Twenty sub-themes emerged under three domains of kinesics. Participants told that ‘neutral expressions’ frequently used by teachers create ‘boring learning environment’ and ‘hesitation among students to ask questions.’ A smile of teacher imparts ‘new degree of interest in the subject’ and gives ‘freedom of expression’ to the students. On contrary, anger ‘demotivate’ students, instills ‘fear among them’, make them anxious therefore, they are ‘unable to understand lectures’ which ultimately leads to ‘loss interest in the subject’. Use of gestures by teachers creates ‘enjoyable teaching-learning process’ but movements such as clearing throat or shaky legs produce ‘constant split-second interruption’. Moreover, standing posture of teachers bring ‘interest and alertness among students’. Conclusion: Nonverbal communication can have positive or negative impact on undergraduate medical education. Therefore, teachers may start lecture with a smile and anger should be avoided to produce friendly and healthy learning environment. Faculty training is required for the effective use of nonverbal communication strategies to create an optimal learning environment for the students. doi: https://doi.org/10.12669/pjms.37.7.4180 How to cite this:Aziz A, Farhan F, Hassan F, Qaiser A. Words are just Noise, let your Actions Speak: Impact of Nonverbal Communication on Undergraduate Medical Education. Pak J Med Sci. 2021;37(7):---------. doi: https://doi.org/10.12669/pjms.37.7.4180 This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/3.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

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“…A well-recognized study reported the significance of nonverbal communication, which leads to the "7/38/55" rule, where 7% of communication originates from spoken words, while 38% comes from the tone of the voice and 55% from our body language. So, educators can benefit from body language which engages the audience, grabs attention, controls challenging learners and conveys passion for a topic (46).…”

Section: Discussionmentioning

confidence: 99%

What do faculties specializing in brain and neural sciences think about, and how do they approach, brain-friendly teaching-learning in Iran?

Ghanbari¹,

Haghani²,

Akbarfahimi³

2019

JMMS

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Objective: to investigate the perspectives and experiences of the faculties specializing in brain and neural sciences regarding brain-friendly teaching-learning in Iran. Methods: 17 faculties from 5 universities were selected by purposive sampling (2018). In-depth semi-structured interviews with directed content analysis were used. Results: 31 sub-subcategories, 10 subcategories, and 4 categories were formed according to the "General teaching model". "Mentorship" was a newly added category. Conclusions: A neuro-educational approach that consider the roles of the learner's brain uniqueness, executive function facilitation, and the valence system are important to learning. Such learning can be facilitated through cognitive load considerations, repetition, deep questioning, visualization, feedback, and reflection. The contextualized, problemoriented, social, multi-sensory, experiential, spaced learning, and brain-friendly evaluation must be considered. Mentorship is important for coaching and emotional facilitation.

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Twelve tips for effective body language for medical educators

Cited by 22 publications

References 32 publications

Twelve Tips for Inclusive Teaching

Twelve Tips for Inclusive Teaching

Words are just Noise, let your Actions Speak: Impact of Nonverbal Communication on Undergraduate Medical Education

What do faculties specializing in brain and neural sciences think about, and how do they approach, brain-friendly teaching-learning in Iran?

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