Tips, Techniques & Lessons Learned Division of Health Care Communication - 2008 Facilitator Training

Tips, Techniques & Lessons Tips, Techniques & Lessons LearnedLearned

Division of Health Care Communication - 2008

Facilitator TrainingFacilitator Training

Workshop Objectives Workshop Introduction What the Past Facilitators say… Small Groups and Role Plays Talk to Your Doc Q&A game FAQ’s Logistics Workshop Sign-up Summary


This is a “how to” workshop on: Sharing thoughts and opinions with your doctor Talking about sensitive and embarrassing issues Taking an active role in making decisions about your own

health Confidentiality between you and your doctor, and how it works Establish and maintain and independent relationship with your

doctor

Division of Health Care Communication

Break the Ice – Build Rapport

Lay out clear objectives

State the importance of what you are there to talk to them about

Be explicit about confidentiality

Opening Skit - Facilitators role play the challenges in doctor-patient communication

One student said: “Have more structure at the front end of the workshop. What are the objectives –

‘what’s the point?’ – rather than expecting the students to come up with what they want to do. This will provide focus, and avoid putting students on the spot.”



RESPONSIBILITY FOR ACTIONIt is very important that the students understand that the responsibility for

communicating their needs and health problems is in their hands .

CONFIDENTIALITY


The law and ethical imperatives

When to expect confidentiality

Not all doctors follow these guidelines

Aks about confidentiality

Prepare/present

Ask

Check your understanding

Express yourself


Comments about role plays from high school students and teachers:

“Role plays treat it as a 2-way learning experience. Students teach the med students what it is really like to interview an adolescent. The more realistic high school students are the more the med students will learn.” ~ High school teacher

“Reverse the roles so that the high school students can understand the doctor’s frustration when they don’t understand the patient.” ~ High school student


Where do you find a doctor?

What the doctor expects.

What to consider once you’ve found a doctor.

Booking an appointment vs. walk-in clinics.

What does a visit entail? (checking in; issues of paying; care card)


Make 2 teams 2 minutes for each team to come up with

5 questions for the other team

e.g. Communication skills, things you can talk to your doctor about, confidentiality…


Let the students answer… (but give hints to your team to encourage them)

Include quiet students

▪ STDs and contraception

▪How to find a good doctor

▪What doctors think of their patients

▪Walk-in Clinics

▪Medical school

▪…etc.


Time

Room set up

Randomize to get a mix of students and avoid students ‘hiding behind’ their friends.

But... consider unisex groups...



• Give each student a chance to role play the “patient”

• Do a scenario for each P.A.C.E skill

• Information on how to find a doctor

• Discuss confidentiality

• Talk about embarrassing topics

• Leave time for evaluations


Group 1 - Confidentiality

Group 2 - Discussing embarrassing topics

Group 3 - How to find a doctor

Documents

Tips, Techniques & Lessons Learned Division of Health Care Communication - 2008 Facilitator Training