Twelve Tips for teaching clinical and communication skills online

Bintley, Helen; Easton, Graham; George, Riya Elizabeth; Raval, Devina; Wells, Harvey; Ehamparanathan, Nisha; Voir, Harriet Le; Wright, Samantha; Evans, Dason; Rowlands, Angela; Shafi, Amaan

doi:10.15694/mep.2021.000027.1

Cited by 2 publications

(3 citation statements)

References 35 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Providing students with facilitated interaction opportunities, to discuss and reflect on what they have understood enables them to learn about clinical skills online more effectively. In one study, regular announcements, collaborative work, real-world projects, and structured or guided discussions were most beneficial to respondents (Bintley et al, 2021). To engage students and drive their attention, both topdown and bottom-up strategies are proposed in this course.…”

Section: -Engaging Strategiesmentioning

confidence: 99%

Development of a distance education course on Skills and Strategies in Veterinary Communication (SSVC): a contribution to clinical research and evidence-based practice

Tilley

2021

ppcrj

View full text Add to dashboard Cite

Introduction:Communication training has received increased attention in the last decade and communication skills are highly important to the success of veterinary graduates. Web-based learning is becoming a major learning approach in veterinary medicine. However, there is no published study proposing an online-only, student-centered, interactive, problem-based and competency-based veterinary communication course. This course was designed with the goal of enabling students everywhere to acquire communication skills and strategies. Methods: This course will consist of 4 modules, each comprising 3 phases with a total of 7 tasks and will be supported by media resources: Slack and Zoom platforms; Kahoot, Mentimeter, and Loom Apps. It is aimed at 4th/5th year Veterinary Medicine/Veterinary Nursing students, and at Veterinarians/Veterinary Nurses in clinical practice. Each of the modules addresses a stage of a visit and the content is based on the Calgary-Cambridge Guides. Phase 1 (individual) involves the flipped-learning concept and uses an online sharing and discussion platform. Phase 2 (team) involves a team discussion and a role-play practical class. Phase 3 is the wrap up and involves a case-based 1-hour lecture. Conclusions: We estimate this course to be a novel element, which could be capable of developing soft skills in veterinarians even during pandemic times. It may also be an important contribution to improving clinical research and evidence-based practice.

show abstract

Section: -Engaging Strategiesmentioning

confidence: 99%

Development of a distance education course on Skills and Strategies in Veterinary Communication (SSVC): a contribution to clinical research and evidence-based practice

Tilley

2021

ppcrj

View full text Add to dashboard Cite

show abstract

“…Remote education challenges educators to create learning environments that engage students. In particular, medical curricula require high levels of student interaction to sustainably integrate previously learned skills and clinical thinking 1 …”

Section: What Problems Were Addressed?mentioning

confidence: 99%

“…In particular, medical curricula require high levels of student interaction to sustainably integrate previously learned skills and clinical thinking. 1 …”

Section: What Problems Were Addressed?mentioning

confidence: 99%

Three‐staged key‐feature cases promote interaction in remote education

Supper¹,

Praschinger²,

Radtke³

2021

Medical Education

View full text Add to dashboard Cite

within our Emergency Department to deliver care specific to TGNB patients. Our objective was to improve knowledge, comfort and communication skills using gender-affirming vocabulary and to promote trauma-informed care.We conducted a pre-and post-intervention study at an urban academic emergency department for residents and faculty. Our vOSCE consisted of two case scenarios written by a transgender faculty member: a transgender male with an ectopic pregnancy and a non-binary teenager with a suicide attempt. TGNB individuals were recruited as standardised patients. The vOSCE began with a pre-brief, then proceeded to both cases with groups of three to four providers. Each scenario consisted of a 10-min encounter, followed by a 15-min debrief with direct feedback from standardised patients and simulation faculty. Participants then anonymously rated the experience on a Likert scale and provided feedback. | WHAT LESSONS WERE LEARNED?A total of 34 residents and 12 faculty members participated. Of our participants, 94% of residents and all faculty reported having taken care of TGNB patients, but 11.8% of residents and 58.3% of faculty reported never receiving formal education specific to TGNB health care.After vOSCE, residents and faculty reported improved comfort with medical management and interpersonal communication. In regard to medical management, only 8% of residents, compared to an initial 24.9%, and no faculty members reported discomfort after the vOSCE (P < .05). Only one resident of the entire participant cohort reported discomfort with interpersonal communication post-vOSCE. Although this lacked statistical significance, it still has clinical relevance as all residents and faculty found the session relevant to their clinical practice and would recommend the learning experience to others.

show abstract

Twelve Tips for teaching clinical and communication skills online

Cited by 2 publications

References 35 publications

Development of a distance education course on Skills and Strategies in Veterinary Communication (SSVC): a contribution to clinical research and evidence-based practice

Development of a distance education course on Skills and Strategies in Veterinary Communication (SSVC): a contribution to clinical research and evidence-based practice

Three‐staged key‐feature cases promote interaction in remote education

Contact Info

Product

Resources

About