Using videoed simulated clinical interaction to promote communication skills and reflective practice for overseas-born medical students.

Authors

  • Kathryn Hill University of Melbourne
  • Jan Hamilton University of Melbourne

DOI:

https://doi.org/10.1558/cam.v10i1.1

Keywords:

clinical communication, overseas-born medical students, reflective practice, simulation, video

Abstract

This paper describes a teaching intervention designed to promote the clinical communications skills of overseas-born medical students through critical reflection on the practice of others. Using a staged process and a video recording of a simulated medical interaction it investigated the extent to which the participants were able to anticipate, identify and resolve the targeted communication issues, and demonstrate selected skills in a simulated interaction. Data comprised worksheet notes, transcriptions (group discussions) and completed questionnaires (ratings and comments). Analysis was thematic (worksheet notes, transcription, questionnaire feedback) and quantitative (questionnaire ratings). The results suggest the notion of reflective practice could be productively extended to take account of current developments in pedagogy and learning. This includes providing opportunities for students to share ideas, resolve differences and ambiguities, and address gaps in their communication skills as well as to apply learned concepts and receive targeted feedback. While the intervention specifically targeted overseas-born medical students, the approach described in the paper has potential for developing the communication skills of ‘local’ medical students and healthcare professionals more generally.

Author Biographies

  • Kathryn Hill, University of Melbourne
    Kathryn Hill received her PhD in Applied Linguistics from the University of Melbourne. She is currently Lecturer in Academic Language and Learning in the Faculty of Health Sciences at La Trobe University, and Honorary Fellow, School of Languages, University of Melbourne. Previous appointments include Lecturer in Clinical Communication in the School of Medicine and Research Fellow at the Language Testing Research Centre, University of Melbourne. Her doctoral research was on the topic of classroom-based assessment.
  • Jan Hamilton, University of Melbourne
    Jan Hamilton received her Masters in Applied Linguistics from the University of Melbourne, where she is currently Lecturer in Clinical Communication in the School of Dentistry. She has extensive experience in higher education in Australia and Hong Kong teaching and developing curricula for Communication, English language and workplace training programmes. Her main research interest has been English language assessment.

Published

2014-02-16

Issue

Section

Articles

How to Cite

Hill, K., & Hamilton, J. (2014). Using videoed simulated clinical interaction to promote communication skills and reflective practice for overseas-born medical students. Communication and Medicine, 10(1), 1-11. https://doi.org/10.1558/cam.v10i1.1

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