1. 1. COMMUNICATION SKILLS T H E D A Y T O D A Y C H A L L E N G E S I M P O S E D O N M E D I C A L E D U C A T I O N B Y G L O B A L I S A T I O N Liz Wyatt HMO Western Health (EDGH 961 Assignment 3)
2. 2. OVERVIEW Globalisation and medical education What are the challenges? How do they affect our teaching daily? Evaluation and reflection of *teaching of communication skills *assessment of communication skills Suggested implementations Questions References
3. 3. The increasingly global economy is driving an increasingly global society elk & Gmelesz, 2000, p. 136
4. 4. GLOBALISATION AND EDUCATION Globalisation -political -economical -cultural Rapidly evolving society Internationalisation of curriculum Ability to share knowledge and ideas Increasing partnerships and collaborations elk & Gmelesz, 2000 Barkemeyer & Kunzl 2011
5. 5. CHALLENGES?
6. 6. RAPIDLY EVOLVING FIELD Rapidly changing and ever evolving field of knowledge Must ensure curriculum and teaching structure is current Enable flexibility CHALLENGES Dobre, 2015 Lewis, Benjamin, Juda & Marcella, 2008
7. 7. PRESENT AND FUTURE BENEFITS Must teach for what junior staff may encounter in the future, not just current expectations Societal pressures on universities to be innovative and creative Encourage lifelong learning and establishment of community of practice Students resistance to change, underlying inability to appreciate acquisition of knowledge for future learning in addition to current need elk & Gmelesz, 2000 Imel, 2001 ODonnell & Tobbell, 2007 CHALLENGES
8. 8. INSTITUTING INNOVATIVE CHANGE Universities in general are resistant to change Many external influences and expectations upon universities- political and social, these are often filtered by higher organisational powers so that students are not affected by them Universities changing due to student demands, changing for the market Demand for Medical degrees is always quite high so not as much reflection of course, need for change and improvement Curriculum change is slow due to necessary processes Widespread sharing of information online, between students locally but internationally Almost any resource available online High risk of student non-attendance if subject resources are not engagingGilley, Gilley, & McMillan, 2009 Dobre, 2015 Kemp & Norton, 2014CHALLENGES
9. 9. CHALLENGES Dobre, 2015
10. 10. POPULATION DIVERSITY In 2012, 25% of Australias population were born out of Australia Medical schools in Australia are very reflective socially of this cultural and linguistic diversity English is now first language in > 100 countries Expected use of English in communication skills classes Differing cultural norms and expectations within different cultures CHALLENGES Census reveals one in four Australians is born overseas, 2012 Marginson, 2011
11. 11. COMMUNICATION SKILLS Good communication skills for health professionals are vital Used daily within colleagues, patients, peers Verbal and non verbal Integral for sense of professionalism Not just an intuitive skill, can be taught Wang, Liang, Blazeck & Greene, 2015 Mueller, 2015 Perron, Sommer, Louis-Simone & Nendaz, 2015
12. 12. TEACHING OF COMMUNICATION SKILLS Often very theoretical, little use of technology Educators not dedicated to teaching Not enough emphasis on developing communication skills of practitioners with English as their second language No explict focus on cultural awareness Not prioritised by university hierachy Taught separately from actual clinical situations Perron, Sommer, Louis-Simone & Nendaz, 2015
13. 13. WHAT TO DO? Experiential learning Role play Simulated patients Observation of self and others Involvement of all students Students expecting- better value for money teaching Teach contextually COMMUNICATION SKILLS- TEACHING Andresen, Boud& Cohen, 2000 Perron, Sommer, Louis-Simone & Nendaz, 2015 Mills, Dalleywater & Tischler, 2014
14. 14. WHAT TO DO Form communities of practice- teachers of communication skills Faculty development in the workplace Perron, Sommer, Louis-Simone & Nendaz, 2015 COMMUNICATION SKILLS- TEACHING
15. 15. WHAT TO DO? Ask for more training- can be sourced online, using pre-existing resources Encourage faculty to provide adequate training for educators Convince faculty members that communication skills training is needed to attempt to get more funding Keep communication skills at front of mind all the time, attempt to always be a role model COMMUNICATION SKILLS- TEACHING Perron, Sommer, Louis-Simone & Nendaz, 2015
16. 16. WHAT TO DO Develop, update and use online modules for teaching Share resources Saint-Dizier de Almeida & Agnoletti, 2015 COMMUNICATION SKILLS- TEACHING
17. 17. ASSESSMENT OF COMMUNICATION SKILLS Inherently subjective Must be outcome based but difficulty with term competency Required to fulfil universitys benchmarks Societys expectations of healthcare professionals Robertson & Blacker, 2006 Perron, Sommer, Louis-Simone & Nendaz, 2015 Dobre, 2015
18. 18. WHAT TO DO? Clarity and transperency from the start- validates value and legitimacy Clear outcomes Multi-source assessment Direct observed encounters- record learners Incorporating student mindfulness and emphasising self reflection COMMUNICATION SKILLS-ASSESSMENT Perron, Sommer, Louis-Simone & Nendaz, 2015 Wang, Liang, Blazeck & Greene, 2015
19. 19. SUMMARY Many of the challenges of globalisation on clinical skills affect higher organisational level as opposed to ones day to day teaching However underpinning all of medical education is external societal and governmental pressures on universities so the importance of them must be appreciated and reflected upon daily in teaching Greater use of technology, embracing cultural diversity within classrooms and ensuring current, flexible curriculum are responsibilities of the everyday teachers of communication skills, not just faculty members Perron, Sommer, Louis-Simone & Nendaz, 2015
20. 20. QUESTIONS? ejsw998@uowmail.edu.au elizabeth.wyatt@wh.org.au Liz Wyatt 0416 348 675
21. 21. REFERENCES (1) Andresen, L., Boud, D., & Cohen, R. (2000). Experience-based Learning. Chapter published in Foley, G. (Ed.). Understanding Adult Education and Training. Second edition. Pp. 225-239. Retrieved from http://complexworld.pbworks.com/f/Experience- based%20learning.pdf elk, V., & Gmelesz, M. N. (2000) A Crticial Examination of Globalisation and its effects on Education. Firat University Journal of Social Science. Retrieved from http://web.firat.edu.tr/sosyalbil/dergi/arsiv/cilt10/sayi2/133-144.pdf Dobre, I. (2015). A brief overview of the today factors impacting the quality of students learning in higher education organisations. The 11th International Scientific Conference for eLearning and Software Educations. DOI: 10.12753/2066- 026X-15-183 Gilley, A., Gilley, J., & McMillan, H. (2009). Organization Change: Motivation, Communication, and Leadership Effectiveness. Performance Improvement Quality. Retrieved from http://search.proquest.com.ezproxy.uow.edu.au/docview/218517376/fulltextPDF/DFB90C92BC72413BPQ/1?accountid=1511 2 Imel, S. (2001). Learning Communities/Communities of Practice. ACVE. Retrieved from https://moodle.uowplatform.edu.au/pluginfile.php/292556/mod_book/chapter/16306/Imel%202001.htm Kemp, D., & Norton, A. (2014). Review of the Demand Driven Funding System. Retrieved from https://docs.education.gov.au/system/files/doc/other/review_of_the_demand_driven_funding_system_report_for_the_webs ite.pdf Lewis, N., Benjamin, W. K., Juda, N., & Marcella, M. (2008). Universities as learning organizations: Implications and challenges. Educational Research and Review. https://tr.uow.edu.au/uow/file/b8f41ad1-9c27-43fd-9e6e-baea7e7b2a08/1/lewis.pdf Marginson, S. (2011). Global context of education and the role of education in Australia. Centre for the study of higher education. Retrieved from http://www.lhmartininstitute.edu.au/userfiles/files/aei_symposium/marginson_global_paper.pdf
22. 22. REFERENCES (2) Mills, J., Dalleywater, W. & Tischler, V. (2014). An assessment of student satisfaction with peer teaching of clinical communication skills. BMC Medical Education. Retrieved from http://www.biomedicalcentral.com/1472-6920/14/217 Mueller, P. (2015). Teaching and Assessing Professionalism in Medical Learners and Practicing Physicians. Rambam Maimonides Medical Journal. DOI: 10.5041/RMMJ.10195 ODonnell, V., & Tobbell, J. (2007). The Transition of Adult Students to Higher Education: Legitimate Peripheral Participation in a Community of Practice? Adult Education Quarterly. (57). DOI: 10.1177/0741713607302686 Perron, N., Sommer, J., Louis-Simone, M., & Nendaz, M. (2015). Teaching communication skills: beyond wishful thinking. Swiss Medical Weekly. DOI: 10.4414/smw:2015.14064 Saint-Dizier de Almeida, V., & Agnoletti, M. F. (2015). Impact of online training on delivering a difficult medical diagnosis: Acquiring communication skills. Applied Ergonomics. doi:10.1016/j.apergo.2015.03.020 Robertson, J., & Blacker, G. (2006). Students experiences of learning in a research environment. Higher Education Research and Development. (25). Retrieved from http://dx.doi.org/10.1080/07294360600792889 Wang, W., Liang, Z., Blazeck, A., & Greene, B. (2015). Improving Chinese nursing students communication skills by utilizing video- stimulated recall and role-play scenarios to introduce them to the SBAR technique. Nurse Education Today. Retrieved from http://dx.doi.org/10.1016/j.nedt.2015.02.010