Blended learning for culturally competent communication skills: first year evaluations
Refereed conference paper presented and published in conference proceedings


Full Text

Other information
AbstractBackground: Communications skills is an essential part of the medical education. Available resources are in the
English language and relies on the students' ability to interpret the language and health concepts to Cantonese (a dialect spoken by over 95% of the population.) whilst balancing lay terms cultural nuances.
Summary of Work: A 3 year integrated clinical communication skills course was developed. The first year consisted of online learning and video workshops and feedback on active listening skills, video demonstrations of triadic consultations, children and elderly , ethnic minorities and consent. The course ran parallel to clinical history taking and ward attachments.
Summary of Results: The first year consisted of 10 videos of 15-20 minutes each. Content included: introduction,
communication models, active listening, empathic response, patient competency: child, elderly, triadic consultations, confidentiality, consent and cultural competency. The entire year of 230 students were required to demonstrate skills whilst taking a patient history and complete e-assessments.
Discussion: Student self ratings, surrogate ratings and tutor ratings on video review will be compared. (Last video
review on 6th February 2017). Course evaluations will be detailed (Course ends April 2017). Correlation of course
performance to communication skills performance in OSCE stations (medicine and surgery) will be analysed
Conclusion: Performance at the video task was variable. Most students were able to demonstrate active listening
but struggled to complete all stages of empathic response. Students found the video review and group discussion
valuable. Further workshop and video on other tasks e.g. communication with parents, obtaining consent can be
considered.
Take-home Message: Communication skills are distinct from history taking skills. Teaching in parallel helps students identify the different skills required. Early use of video feedback in clinical years and feedback from surrogate patient, tutor and peers are helpful for students to raise awareness and to improve his/her communication skills.
All Author(s) ListCarmen Wong, Shekhar Kumta, Wai Yan Kam, Sandra Wong, Philip Au Doung, Samuel Yeung Shan Wong
Name of ConferenceAn International Association for Medical Education (AMEE) Annual Meeting 2017
Start Date of Conference26/08/2017
End Date of Conference30/08/2017
Place of ConferenceHelsinki
Country/Region of ConferenceFinland
Proceedings TitleThe Proceeding of An International Association for Medical Education (AMEE) Annual Meeting 2017
Year2017
Month8
LanguagesEnglish-United Kingdom

Last updated on 2018-22-11 at 14:56