Both the Royal College of Physicians and Surgeons of Canada and the Accreditation Council on Graduate Medical Education have identified communication skills as a core competency for practicing physicians. Reflect on situations where you had to delegate activities to a colleague.
How did you feel in this situation: Scenario 1 You have been delegated a task that you are unhappy about carrying out, as you feel that you lack knowledge and training in this area.
Part 1 was a video clip chosen to trigger discussion on the workshop topic. Each workshop focused on a specific clinical scenario of particular relevance to neurologic practice. The precourse and postcourse surveys were identical in format. All workshops followed a four-part format. Eleven of 12 residents completed the pre-course survey and all 12 residents completed the post-course survey.
Before the first workshop, residents completed a survey that assessed their level of prior training in each of the six scenarios targeted by the workshops. First, it was hoped the portfolios would provide a window on real-life patient—physician encounters and the extent to which residents were applying the techniques and skills from the workshops in their day-to-day practice.
All 12 residents enrolled in the program during the to academic year participated in this project, which received approval from the University of Western Ontario Research Ethics Board for Health Sciences Research Involving Human Subjects. Residents were asked to briefly describe the scenario without providing identifying data, to describe their own approach to communicating with the involved patient or family, and to reflect on how well the interaction went and how effective they were.
Workshop topics were as follows: How does being clear about their skill set help you to delegate more effectively?
The purpose of the portfolios was twofold. Record your reflections and discussion for your portfolio.
Part 2 was a facilitated discussion among the residents, providing them with an opportunity to discuss with peers their experiences in the topic area of the workshop.
Second, the portfolios were intended as a tool to encourage reflection on the communication aspect of neurologic practice. Learning how to delegate is a skill and, like all skills, will improve with practice.
A copy of this evaluation card is provided in appendix 2. Residents were also provided with pocket-sized evaluation cards that they were encouraged to give to health professionals who had the opportunity to observe a discussion they had with a patient or family member relating to a topic covered by one of the workshops.
Work through these to help you develop your understanding of delegation. The Knowledge Network GoodPractice Leadership Toolkit Managing people and teams section contains a wide range of information about delegation.
Recommended time to complete: You will need your Athens login and password to access these resources. Part 4 involved role-play exercises with peers or standardized patients using neurology cases relevant to the workshop topic.
To date, the area of communication skills training has been largely neglected in the neurologic literature. Residents participated in a series of six 2-hour workshops over the course of a single academic year.
You may want to revisit what you learned in the assertiveness section of this module when completing this activity. In addition, the postcourse survey asked residents to provide overall ratings of the enjoyability and relevance to practice of the course, as well as the effectiveness of the teaching methods used.
What Should I Delegate? The development of effective methods of teaching and assessing communication skills should be a high priority in residency training. The practicing neurologist must be able to rely on a repertoire of communication skills to facilitate effective, patient-centered care. You will find the following resources contain the information you need: These role-plays allowed residents to practice the communication techniques discussed in the workshop and receive immediate feedback from peers, workshop facilitators, and standardized patients.
Completed cards were then mailed directly to the principal investigator by the evaluator, whose name would not appear on the card.A collection of interactive medical and surgical clinical case scenarios to put your diagnostic and management skills to the test.
Outline the purpose of appropriate safety and environmental procedures and given a scenario apply them; Given a scenario, demonstrate the appropriate use of communication skills and professionalism in the workplace Given a scenario, demonstrate the appropriate use of communication skills and professionalism in the workplace.
Delegation style. Most newly qualified practitioners find it challenging to delegate aspects of their workload to others. Learning how to delegate is a skill and, like all skills, will improve with practice.
These four scenarios explore the impact of communication skills on feedback to a student on placement. In scenario 1 the clinical educator tells the student his view of the session. communication skills prior to presenting the material. The video critique is repeated at the end of the program, and again, students should follow along with the transcripts and add comments reflecting on the communication skills.
INFORMATION FOR THE CANDIDATE Scenario N° EX1 MRCP(UK) PACES.
Station 4: COMMUNICATION SKILLS AND ETHICS. Your role: You are the doctor in the clinic. Problem Discussing the prognosis and management of multiple sclerosis.