Racial Harmony Training Program for Unit Leaders--Four-Hour Module on Development of Communication Skills. (A Program of Instruction)

1975 ◽  
Author(s):  
Jr. McNeil ◽  
Rosario John ◽  
Joseph Jr. ◽  
Phillip Lyman ◽  
James A. Thomas ◽  
...  
Keyword(s):  
Training Program ◽  
Communication Skills ◽  
Racial Harmony

scholarly journals Effectiveness of a training program in supervisors’ ability to provide feedback on residents’ communication skills

2012 ◽  
Vol 18 (5) ◽  
pp. 901-915 ◽  
Author(s):  
Noelle Junod Perron ◽  
Mathieu Nendaz ◽  
Martine Louis-Simonet ◽  
Johanna Sommer ◽  
Anne Gut ◽  
...  
Keyword(s):  
Training Program ◽  
Communication Skills

The Feasibility of Virtual VitalTalk Workshops in Japanese: Can Faculty Members in the US Effectively Teach Communication Skills Virtually to Learners in Japan?

2021 ◽  
pp. 104990912110444
Author(s):  
Kaori Ito ◽  
Takeshi Uemura ◽  
Misuzu Yuasa ◽  
Eriko Onishi ◽  
Youkie Shiozawa ◽  
...  
Keyword(s):  
Training Program ◽  
Communication Skills ◽  
Communication Training ◽  
Faculty Members ◽  
Secondary Outcome ◽  
Virtual Communication ◽  
Serious Illness ◽  
The Us ◽  
Before And After ◽  
The Mean

Background: VitalTalk is an established training program for serious illness conversations in the US. Previously, this training course has been provided in-person in Japanese, but never virtually. Objectives: To evaluate the feasibility of a virtually administered VitalTalk workshop in Japanese. Setting/Subjects: We conducted a virtual workshop which consisted of 2 days (3 hours per day) of synchronous sessions and preceding asynchronous modules. Five VitalTalk faculty members in the US facilitated 4 workshops for 48 physicians from 33 institutions across Japan. Learners completed surveys before and after the workshop. Measurements: To evaluate the feasibility, learners were asked for their satisfaction with the workshop and the virtual format as primary outcomes and their self-assessed preparedness in serious illness communication as the secondary outcome. Each question employed a 5-point Likert scale. Results: All learners (n = 48, male 79%) participated in the survey. The mean score of the learners’ satisfaction was 4.69 or higher in all questions. The mean score of the virtual format’s satisfaction was 4.33 or higher in all questions. The mean score of self-reported preparedness on the 11 questions were between 2.30 and 3.34 before the workshop, all of which significantly increased to 3.08 through 3.96 after the workshop (p < 0.01 in all questions). Conclusion: Learners in Japan perceived the virtual format of our VitalTalk workshop as satisfactory, and their self-reported preparedness improved significantly after the workshop. VitalTalk faculty members in the US were able to provide virtual communication training to physicians in Japan.

scholarly journals Effectiveness of a communication skills training program for medical students to identify patients communicative clues

2020 ◽  
Vol 103 (11) ◽  
pp. 2384-2387
Author(s):  
Roger Ruiz Moral ◽  
Cristina Andrade-Rosa ◽  
Juan D Molina Martín ◽  
Emilio Cervera Barba ◽  
Luis Pérula de Torres ◽  
...  
Keyword(s):  
Medical Students ◽  
Training Program ◽  
Communication Skills ◽  
Skills Training ◽  
Communication Skills Training

Sa1068 GI TALK: A COMMUNICATION SKILLS TRAINING PROGRAM FOR GASTROENTEROLOGISTS

2020 ◽  
Vol 158 (6) ◽  
pp. S-265
Author(s):  
Anh D. Nguyen ◽  
Caitlin H. Siropaides ◽  
Amar Bansal ◽  
Zachariah Hoydich ◽  
Julie Childers
Keyword(s):  
Training Program ◽  
Communication Skills ◽  
Skills Training ◽  
Communication Skills Training

Teaching Auxiliary Communication Skills to Severely Handicapped Students

AAESPH Review ◽  
1979 ◽  
Vol 4 (2) ◽  
pp. 107-124 ◽  
Author(s):  
John Nietupski ◽  
Susan Hamre-Nietupski
Keyword(s):  
Training Program ◽  
Communication Skills ◽  
Communication Systems ◽  
Verbal Communication ◽  
Communication Training ◽  
Auxiliary System ◽  
Communication Aids ◽  
Severely Handicapped ◽  
Communication Programs ◽  
Special Factors

The use of auxiliary communication systems with the severely handicapped is receiving increased attention. This article examines several considerations for instructional personnel who must decide when to initiate auxiliary communication programs, what system to teach, what vocabulary items to begin with, and what special factors must be decided. The authors describe manual systems, communication aids, and communicative codes, and give guidelines for choosing among them for specific students. They recommend considering an auxiliary system for any child who has not produced intelligible utterances by age 5 to 8 and who has not made adequate progress in a verbal communication training program. They also advocate simultaneous teaching of comprehension and production skills.

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