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
1
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 Rhona flins 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 miscommunication 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
1.
Identifying techniques for effective
communication skills
focus on dealing with angry patients
2. 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. Qual Saf 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,nots
haping.[homepageontheInternet].2012[cited2012Nov
29]. Available from: http://www.jarche.com/2012/01/modelling-notshaping/
22
10. Torre D.M., Daley B.J., Sebastian J.L., Elnicki D.M. Overview of Current Learning
11. Theories for Medical Educators. American Journal of Medicine 2006;119 (10):903-907.
12. Chronister C, Brown D. Comparison of Simulation Debriefing Methods. Clinical Simulation
in Nursing, 2012; 8(7):281-288.
13. Pendleton D, Schofield T, Tate P., A method for giving feedback. In: The consultation: an
approach to learning and teaching.Oxford: Oxford University Press, 1984. 68–71.
14. Carr S., The foundation program assessment tools: an opportunity to enhance
2006;82:576-9.
23
24
Thank You