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Moorhead, Robert George. "Communication skills training for general practice." Title page, contents and abstract only, 2000. http://web4.library.adelaide.edu.au/theses/09MD/09mdm825.pdf.
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Bibliography: leaves 554-636. Examines aspects of teaching medical students communication skills at a time when they are entering their clinical years. Integrates reports of 12 data-gathering exercises centred on medical student communication skills with the international literature, and with the author's reflections as an experienced educator and G.P. Recommends that communication skills training in a general practice setting should be a crucial factor in all future training of medical students.
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Done, Judith Madeleine. "Contemporary approaches to communication skills training : a pre-training investigation." Thesis, University of Nottingham, 1997. http://eprints.nottingham.ac.uk/29174/.
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This study is designed to contribute to the understanding of the theory and practice of communication skills training. The participants are 48 trainee careers advisers following a Postgraduate Diploma in Careers Guidance. The purpose of the research is to investigate the effect of pre-training assessment and feedback on post-training performance. A secondary hypothesis relates to gender differences in communicative competence. The study uses a quasi-experimental, pre- and post-test design in which the independent variables are feedback and training. Dependent variables, applied at Time 1 and Time 2, include four self-report measures (Rotter I-E Scale, Social Situations Questionnaire, PONS Test and a repertory test) and behavioural ratings applied to videotaped interviews by two independent, trained raters. The findings suggest that while neither pre-treatment feedback alone nor training alone has an effect on performance at Time 2, the combination of feedback plus training produces a significant improvement in performance from Time 1 to Time 2. Significant differences between males and females in certain behavioural rating categories were found at Time 2. The results of this study lead the writer to propose that communication skills training could be enhanced by the inclusion of pre-training assessment and feedback, an inclusion which would result in CST being tailored more specifically to individuals even when the training is administered to groups. A second recommendation based on the findings is that there is scope for further investigation into gender differences in communicative behaviour and their implications for training.
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Dalen, Jan van. "Communication skills teaching, testing and learning /." Maastricht : Maastricht : Universitaire Pers Maastricht ; University Library, Maastricht University [Host], 2001. http://arno.unimaas.nl/show.cgi?fid=7619.
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Heaven, Catherine Margaret. "The role of clinical supervision in communication skills training." Thesis, University of Manchester, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.497488.
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Recent studies have recognised that the communication skills learned in the training environment are not always transferred back into the clinical setting. A number of factors have been identified which may have an impact on this, including fears, beliefs and support. Bandura's Social Learning Theory has been used to gain an understanding of the association between these factors, and insights have been gained from the management training literature about the potential to buffer the transfer process. This study investigated the potential of clinical supervision as a method of facilitating transfer. The study compared a three day communication skills training workshop plus an intensive 4 week course of clinical supervision with training alone. 61 Clinical Nurse Specialists were randomised to receiving 12 hours of clinical supervision immediately after a 3-day communication skills training course. Assessments were carried out before the course, immediately after the supervision period and 4 months later. Three real patient encounters were recorded at each time point to assess the nurses' use of skills, their ability to identify concerns and their ability to respond to cues. These were then compared to simulated interviews conducted at the workshop and to measures of self-efficacy, outcome expectancy and burnout. Supervision was found to have a small but significant effect on nurses' ability to transfer skills to the workplace. The nurses in the experimental group showed improvements in 4 of the 18 skills areas associated with significant improvements in self-efficacy, and were found to be more willing to identify concerns of an emotional nature. Conversely the control group showed no improvement in use of skills and identified fewer psychological concerns. Furthermore, it was found that training had a negative effect on burnout. Nurses in the control group experienced increases in both emotional exhaustion and depersonalisation as measured by the Maslach Burnout Inventory. Supervision appeared to have a protective effect against this. The study highlighted the gap between competence and performance in the use of communication skills with real patients. It showed the potential of clinical supervision as a forum to facilitate the process of transfer, and raised challenges about negative consequences of training if support is not offered in the crucial transfer phase.
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Yeung, Wai-king Ophelia, and 楊惠瓊. "Facilitating communication and social skills training for primary school children." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31957596.
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Yeung, Wai-king Ophelia. "Facilitating communication and social skills training for primary school children." Hong Kong : University of Hong Kong, 1994. http://sunzi.lib.hku.hk/hkuto/record.jsp?B14034773.
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Gardner, Tonja Annette. "Exploring the Importance of Soft Skills Training for Accountants." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3678.
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Regional accounting firm leaders face challenges with employees who possess strong technical skills, but lack nontechnical communicating and teamwork skills. The purpose of this multiple case study was to explore strategies regional accounting firm leaders use to train technical staff on soft skills. The human capital theory was the conceptual framework supporting the study. Data were collected from semistructured interviews with partners, leaders, managers, and human resource personnel with 5 years or more of experience who participated in the hiring, training, and professional development process at 3 regional CPA firms. The review of company documents and company website postings triangulated the semistructured interviews. Data analysis entailed coding, conceptualizing concepts and ideas, identifying themes, and member checking to ensure the trustworthiness of interpretations. Based on the data collected, 3 themes emerged after the analysis including soft skills needed for success, mentoring and leadership programs, and team building initiatives. Findings from this study may contribute to social change by providing strategies regional accounting firms could use to provide soft skills training and mentoring initiatives to technical staff. Improvement in soft skills training may improve employees' lives by increasing their employability, career progression, and transition within the workplace, which may improve the economic wellbeing of local communities.
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James, Paul S. "A communication skills training component in an emotionally focused couples therapy." Thesis, University of British Columbia, 1989. http://hdl.handle.net/2429/29337.
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The purpose of this constructive outcome study was two-fold: first, to investigate the effectiveness of two treatments, an Emotionally Focused couples therapy (EFT) and an Emotionally Focused therapy plus a communication skills training component (EFT+CT), compared to a wait-list control group; second, to investigate whether or not the addition of a communication skills training component (CT) would enhance the effectiveness of an Emotionally Focused couples therapy (EFT).
Forty-two moderately distressed volunteer couples were assigned randomly to one of two treatment conditions or to a wait-list control group. Couples in the EFT condition received 12 one-hour sessions; couples in the EFT+CT condition received eight hours of EFT and four hours of CT. Treatments were administered by 14 therapists, seven of whom were nested in each condition by random assignment. Ratings of therapists' interventions confirmed the treatment integrity of EFT in both treatment conditions and the treatment integrity of the CT component in the EFT + CT condition. Tests of equivalence showed that both treatment conditions were equivalent on pre-test levels of the dependent variables, demographic variables, therapist characteristics, and the quality of couples' working alliance with their therapists.
The first hypothesis was supported for certain outcomes but not for all. Both treatments achieved superior gains at post-test compared to the wait-list control group on a global measure of marital adjustment and a measure of target complaint improvement. The EFT+CT group also achieved superior gains at post-test on a measure of communication compared to the wait-list control. Although there were trends toward both treatments achieving superior gains on measures of intimacy and passionate love at post-test compared to the wait-list control, these measures failed to reach significance.
Results indicated that the second hypothesis was not supported. There were no significant differences between EFT and EFT + CT at the post-test or four-month follow-up on a summary measure of marital adjustment or its four components (i.e., consensus, affectional expression, cohesion, satisfaction), nor on measures of communication, intimacy, and passionate love. The only significant difference was that the EFT condition maintained its gains in target complaint improvement at the four-month follow-up more effectively than the EFT+CT condition did.Education, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate
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Kirkpatrick, Jamie E. "GENERALIZATION TRAINING FOR IMPROVISATIONAL SKILLS USING A PICTURE EXCHANGE COMMUNICATION SYSTEM." The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1313422708.
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Dawson, Pamela J. (Pamela Jane). "Improving Communicative Competence: Validation of a Social Skills Training Workshop." Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc500667/.
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The effectiveness of a social skills training workshop was assessed by comparing the rated competence of participants in an Interpersonal Skills Training Program (a 2-session, 12-hour workshop) to the rated competence of nonparticipants. This comparison was operationalized through a study design of the pre- and posttesting of 12 experimental and 22 control subjects. The assessment instruments used were Spitzberg's Conversational Skills Rating Scale (CSRS) and Curran's Simulated Social Interaction Test (SSIT). Two rating judges were utilized. Results, although modest, are in the expected direction. Measured competence on the CSRS failed to show significant improvement in the rated competence of the experimental group as compared to the rated competence of the control group. However, the SSIT did reveal significant improvement of the rated skill and anxiety of experimental subjects while the control group showed no significant improvement. In addition to assessing the effectiveness of the workshop, this study sought to find a positive correlation of the CSRS instrument to the SSIT instrument. As expected, the CSRS showed a positive correlation to the SSIT.
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Ekron, Christelle. "Learning to teach : communication skills in teacher education." Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/96988.
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Thesis (PhD)--Stellenbosch University, 2015.ENGLISH ABSTRACT: This study investigates the development of the classroom communication behaviours of Foundation Phase student teachers over the course of a B Ed degree programme at a South African university. It challenges the premise of conventional wisdom that classroom communication behaviours will develop through regular exposure to situated learning experiences. Whilst acknowledging that learning to teach is a long and challenging process of which the precise nature is seldom clear-cut and distinct, this study claims to make a humble contribution to teacher education curriculum development. Classroom communication from the perspective of this study involves communication at two levels: firstly, interpersonal communication behaviours, which are influenced by nonverbal immediacy, communication apprehension, willingness to communicate and self-perceived communication skills; and secondly, instructional communication behaviours, more specifically clarity and immediacy behaviours. There seems to be a general perception that effective classroom communication will develop naturally by exposure to situated learning experiences, such as teaching practice sessions. Although the relative importance of these specific classroom communication behaviours for quality teaching and learning is acknowledged, whether and how these develop is seldom explicitly monitored. This was the intention of this study. It utilised a longitudinal mixed methods approach to follow Foundation Phase students over the four years of the degree programme in order to answer the following research question: To what extent do perceptions related to the classroom communication behaviours of Foundation Phase student teachers change over the course of a B Ed degree programme? The quantitative phase collected data using various self-report surveys in order to investigate possible changes in the self-perceptions of Foundation Phase student teachers regarding their communication behaviours over the four-year period. The purpose of the qualitative phase was to investigate possible changes in the perceptions of external evaluators regarding the instructional communication behaviours of student teachers over the degree programme. The qualitative data was obtained from the evaluation reports written by external evaluators on various aspects of the observed lessons. Although some changes occurred during the course of the B Ed degree programme, they were not as substantial as anticipated. From an interpersonal communication perspective, there was one particularly noticeable change: the self-perceived communication competence of the Foundation Phase student teachers improved between the first and second years of the programme, however, thereafter no further changes occurred. From an instructional communication perspective, more noticeable changes occurred: Foundation Phase student teachers improved in some aspects related to clarity, however other aspects still remained challenging. However, there was positive development related to immediacy: the fourth year Foundation Phase student teachers displayed higher levels of immediacy behaviours at the end of the four-year degree programme. Bearing in mind that neither interpersonal nor instructional communication theory was explicitly included in this particular B Ed degree programme; these findings are particularly noteworthy. This study advances the argument that if teacher education intends to address the quality of the teacher graduates entering the profession, classroom communication needs to be included in teacher education curricula.
AFRIKAANSE OPSOMMING: Hierdie studie ondersoek die ontwikkeling van die klaskamer-kommunikasiegedrag van studentonderwysers in die Grondslagfase aan 'n Suid-Afrikaanse universiteit oor die verloop van 'n B Ed-graadprogram. Dit daag die konvensionele opvatting uit dat klaskamer-kommunikasiegedrag sal ontwikkel met gereelde blootstelling aan leerervarings in die praktyk. Alhoewel aanvaar word dat om te leer om te onderrig 'n lang en uitdagende proses is waarvan die presiese aard selde duidelik en onderskeibaar is, word daar met hierdie studie gepoog om 'n beskeie bydrae te lewer tot die ontwikkeling van onderwysersopleidingskurrikulums. Klaskamerkommunikasie behels vanuit die perspektief van hierdie studie twee vlakke: eerstens, interpersoonlike kommunikasiegedrag, wat beïnvloed word deur nie-verbale onmiddellikheid, kommunikasie-angstigheid, gewilligheid om te kommunikeer en self-persepsie van kommunikasievaardighede; en tweedens, onderrigkommunikasie-gedrag, meer spesifiek duidelikheid en onmiddellikheid. Die algemene persepsie bestaan dat doeltreffende klaskamerkommunikasie spontaan sal ontwikkel deur blootstelling aan praktiese ervaring in die klaskamer. Alhoewel die relatiewe belangrikheid van hierdie spesifieke klaskamer-kommunikasiegedrag algemeen erken word, word die ontwikkeling hiervan selde eksplesiet gemoniteer. Juis dít was die doel van hierdie studie. Longitudinale gemengde-metode navorsingsmetodologie is gebruik om Grondslagfase studente se kommunikasie-ontwikkeling oor die verloop van hul graadprogram te volg, met die doel om die volgende navorsingsvraag te beantwoord: Tot watter mate verander persepsies oor die klaskamer-kommunikasiegedrag van studentonderwysers in die Grondslagfase oor die verloop van die B Ed-graadprogram? Tydens die kwantitatiewe fase van die studie is data ingesamel deur die gebruik van 'n aantal self-rapporterende opnames ten einde moontlike veranderinge in die Grondslagfase studentonderwysers se selfpersepsie van hulle kommunikasiegedrag oor die tydperk van vier jaar te ondersoek. Die doel van die kwalitatiewe fase was om ondersoek in te stel na moontlike veranderinge in die persepsies van eksterne evalueerders wat betref die onderrig-kommunikasiegedrag van die studetonderwysers oor die verloop van die vier jaar van die kursus. Die kwalitatiewe data is verkry uit evalueringsverslae wat geskryf is deur eksterne evalueerders oor verskillende aspekte van die lesse wat geëvalueer is. Alhoewel daar sommige veranderinge plaasgevind het oor die verloop van die vier jaar van die B Ed-kursus, was hierdie veranderinge nie so substansieel as wat verwag is nie. Vanuit die oogpunt van interpersoonlike kommunikasie was daar slegs een merkbare verandering: die Grondslagfase-studente se selfpersepsie van hulle kommunikasievaardigheid het van die eerste na die tweede jaar verbeter, maar daarna het geen verdere veranderinge plaasgevind nie. Vanuit die oogpunt van onderrigkommunikasie het meer merkbare veranderinge egter plaasgevind: die Grondslagfase-studentonderwysers het verbeter ten opsigte van sommige aspekte wat betref duidelikheid, maar ander aspekte het steeds 'n uitdaging gebly. Daar was egter positiewe ontwikkeling wat betref onmiddellikheid: die Grondslagfase- studentonderwysers het in hulle vierde jaar hoër vlakke van onmiddellikheid getoon as aan die begin van hulle studies. Hierdie veranderings is veral opmerklik as is ag geneem word dat nie interpersoonlike kommunikasie of onderrigkommunkasie eksplesiet onderrig is in die spesifieke kursus nie. Hierdie studie voer aan dat as onderwysersopleiding 'n verskil wil maak aan die kwaliteit van onderwysgraduandi wat die beroep betree, moet onderrigkommunkasie ingesluit word by onderwysersopleiding-kurrikulums.
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Molony, Margaret A. "USING BEHAVIOR SKILLS TRAINING TO TEACH A COMMUNICATION ASSESSMENT TO COMMUNICATION DISORDERS AND SCIENCES STUDENTS: IN-VIVO VERSUS VIDEO TRAINING." OpenSIUC, 2015. https://opensiuc.lib.siu.edu/theses/1716.
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This study evaluated the use of behavior skills training with the instructions and modeling components conducted using either in-vivo or a video for the acquisition of skills required to conduct a communication assessment. A total of six participants from a Communication Disorders and Sciences Masters degree program completed the training. The behavior skills training package included four components: instruction, modeling, role-playing, and feedback. A maintenance probe was conducted between three to seven days after training criterion was met. Results indicated that both in-vivo and video instructions and modeling of the communication assessment were successful in teaching students without a background in behavior analysis. The participants whose training included the video instructions and modeling scored 100% on their first maintenance trial block while the two of the three in-vivo participants did not. Implications for these results could further the growth and development of communication assessments as well as strengthen the relationship between behavior analytic principles to practices that overlap.
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Doyle, Katherine Jane. "The relationship of age, empathy skill training and cognitive development to nursing students' empathic communication skills." Thesis, University of British Columbia, 1989. http://hdl.handle.net/2429/28212.
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The interactive skill of empathy is essential to the practice of nursing. The British Columbia Institute of Technology General Nursing Diploma Program has implemented an interactive skills training program that includes the skill of empathy in order to assist nursing students to acquire this skill. The purpose of this study was to investigate the relationships between the interactive skill of empathy and the developmental variables of level of cognitive development and age and the educational variables of empathy skill training and number of years of post-secondary education in nursing students.
Developmentally, the ability most relevant to the cognitive component of empathy is perspective and role-taking which is facilitated by the development of formal operational thinking. The constraints on the development of formal operational thinking consequently are constraints on the development of the cognitive component of empathy. It is this cognitive empathic ability, however, that is considered crucial to nursing. The question therefore arises: To what degree do the cognitive constraints evident in nursing students inhibit or impede their development of empathic interactive skills.
Data were collected from two groups of nursing students, one that had experienced the empathy training and the other that had not. The variables of empathic interactive skill and level of cognitive development were measured with Carkhuff's Empathic Understanding in Interpersonal Processes Scale and the Arlin Test of Formal Reasoning respectively. Data on age and number of years of post-secondary education were collected with a Biographical Data Sheet. Hierarchical multiple regression analysis was used to investigate the linear relationship of age, empathy skill training, and cognitive level to the subjects' empathic interactive skill. Two nonparametric tests of chi square were used to examine the degree of independence between empathic interactive skill and the variables of number of years of post-secondary education and the cognitive ability to coordinate multiple frames of reference.
The findings of this study indicate that there is a significant linear relationship between empathic interactive skill and empathy skill training. Training accounted for the greatest proportion of variance in empathy scores after age had been removed (53%), F (3, 50) = 30.64, p<.00001. Chi square analysis found that empathic interactive skill was shown to be independent of number of years of post-secondary education and the cognitive ability to coordinate multiple frames of reference. It is recommended that the empathy skill training program be continued with the following suggestions. The contextual, process nature of interaction needs to be emphasized including the constraints and realities of nursing practice that generally are not operating in the counselling paradigm from which the skills program is adopted. Subsequently, more emphasis is required on the facilitative skills, including basic empathy rather than the challenging skills. It is suggested that on-going seminars for faculty to clarify the value and practice of empathy plus a team teaching approach would improve the quality of supervision students receive. Suggestions are made for further research.Education, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate
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Alhassan, Mustapha [Verfasser], Stefan [Gutachter] Wilm, and Andrea [Gutachter] Icks. "Communication skills training (CST) to enhance nursing and midwifery students’ empathy, communicative competence, communication skills attitude, and self-efficacy / Mustapha Alhassan. Gutachter: Stefan Wilm ; Andrea Icks." Düsseldorf : Universitäts- und Landesbibliothek der Heinrich-Heine-Universität Düsseldorf, 2016. http://d-nb.info/1104367041/34.
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Sanders, Rodney L. "Assertive communication skills with nurses in a rural setting." Laramie, Wyo. : University of Wyoming, 2007. http://proquest.umi.com/pqdweb?did=1400966261&sid=1&Fmt=2&clientId=18949&RQT=309&VName=PQD.
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Viršulienė, Kristina. "Student-teachers' instructional communication skills and their development." Doctoral thesis, Lithuanian Academic Libraries Network (LABT), 2014. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2014~D_20141222_133054-46024.
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The research by Lithuanian and foreign scientists justify the fact that instructional communication becomes a topical objective in the teacher-students’ professional self-development. Instructional communication is defined as a complex integral phenomenon, the most significant part of teacher’s activity, joining together all other activities into the whole and having an impact on pupil’s and teacher’s interaction, success of the self-developmental process. Teacher’s informative-communicative, perceptive, interactive skills of instructional communication perform a multifunctional role in pupils’ self-developmental process, while designing their world of values, motivating them to learn all life long, embed the attitudes of humanism, democracy, etc.
Scientific literature data and legal documents‘ analysis substantiate theoretically the development of student-teachers’ instructional communication topical and points out the problem of its insufficient research. The aim of the research is to reveal peculiarities and dynamics of student‘s and teachers‘ instructional communication in the study process.
The data of the empirical research revealed and substantiated prerequisites for student-teachers’ self-development of instructional communication skills: one’s self-determination to become a teacher, interpersonal relationship in a study group, carrying out practical tasks under the guidance of competent supervisors in particular. The integration of theoretical knowledge on... [to full text]Lietuvos ir užsienio mokslininkų darbai pagrindžia, kad pedagoginis bendravimas – aktualus siekinys būsimųjų mokytojų profesiniame ugdyme(si). Pedagoginis bendravimas apibrėžiamas kaip sudėtingas integruotas reiškinys, svarbiausia mokytojo veiklos dalis, jungianti į visumą visas kitas veiklas bei lemianti mokinio ir mokytojo sąveiką, ugdymo(si) proceso sėkmingumą. Mokytojo pedagoginio bendravimo informaciniai-komunikaciniai, percepciniai, interakciniai gebėjimai atlieka polifunkcinį vaidmenį mokinių ugdymo(si) procese, kuriant vertybinį pasaulį, motyvuojant mokymąsi visą gyvenimą, įtvirtina humaniškumo, demokratiškumo nuostatas ir kt. Darbe mokslinės literatūros analize aktualizuota būsimųjų mokytojų pedagoginio bendravimo ugdymo(si) aukštojoje mokykloje nepakankamo mokslinio ištyrimo problema, todėl išsikeltas tyrimo tikslas – atskleisti būsimųjų mokytojų pedagoginio bendravimo ypatumus ir dinamiką studijų procese. Remiantis empirinio tyrimo rezultatais atskleistos ir pagrįstos būsimųjų mokytojų pedagoginio bendravimo gebėjimų ugdymo(si) prielaidos: pasiryžimas dirbti mokytoju, tarpasmeniniai santykiai studijų grupėje, savarankiškos praktinės užduotys konsultuojant kompetentingiems vadovams. Taip pat pagrįstas integruoto pedagoginio bendravimo ugdymo pozityvus poveikis studentams: jų profesiniam (stiprėjantis apsisprendimas būti mokytoju), dalykiniam (sąmoningas siekis gilesnio dalykinio išprusimo) apsisprendimui, tarpasmeninių santykių grupėje dinamikai ir kt.
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Brown, Nicola, and n/a. "The development of medical students� communication skills throughout training : a longitudinal study." University of Otago. Dunedin School of Medicine, 2005. http://adt.otago.ac.nz./public/adt-NZDU20070130.160535.
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There is ample evidence that clinical communication skills deteriorate in medical students without specific training, but are improved by training. However, little is known about how well-equipped students are to communicate with patients on entering medical school, and there is limited evidence about whether all students improve with tuition in communication skills. This thesis describes a longitudinal study into these issues at the University of Otago�s Medical School. It was hypothesised that the majority of participants would demonstrate significant improvement in communication skills over their first two phases of specific tuition in communication. However, a small minority of participants were expected to fail to develop adequate skills in communication over this time, and the researcher wished to investigate whether any of the variables measured at baseline (demographic characteristics, personal qualities, academic abilities, and demonstrated interaction and interview observation skills) would predict those participants who developed superior communication skills, or who failed to demonstrate sufficient improvement by the end of eighteen months of medical education.
Participants were 232 new entrants to the Otago Medical School programme, who were evaluated at three time points over the first eighteen months of their medical training. After completing a range of baseline measures (including a pre-training videotaped interview with a simulated patient role-played by an actor), participants completed two phases of communication skills training and, at the end of each phase, undertook a further videotaped interview. Interviews were marked by trained raters, using a novel assessment tool, the Brown-Peace Interview Marking Schedule, developed specifically for this purpose. Actors and participants themselves also evaluated each interview.
Results showed that there was considerable variation in participants� abilities to perform the pre-training interview, indicating that the communication skills required in a clinical setting were not present in the majority of participants before training. Analysis of participant performance over time indicated that, while certain skills improved with training (e.g., receptive listening skills, non-verbal expression, and degree of structure in the interview) others did not improve significantly (e.g., responsiveness to the patient�s needs). As a group, participants benefited from the training, but a small sub-group of participants exhibited significant deficits in communication, even after two phases of communication skills training. It was easier to predict those participants who would develop superior communication skills than those who would continue to experience difficulties with simulated interviews. However, a small number of qualities (such as lack of familiarity with the English language, and high levels of personal qualities such as aloofness) were useful predictors of poor performance in the videotaped interviews.
Further research could clarify whether the same personal qualities influence student performance in later interviews, once students have had more experiential training and opportunities to practise interviewing in a range of settings. In terms of the practical implications of the research findings, a number of issues are highlighted, such as the range of skills required of those who teach and evaluate communication skills. Recommendations are made regarding the timing, content and implementation of communication skills training for medical students.
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Hernandez-Martinez, Ana Celia. "Do You Speak "Doctor"? A Communication Skills Training Tool For Hispanic Patients." Diss., The University of Arizona, 2015. http://hdl.handle.net/10150/556442.
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Effective doctor-patient communication is critical to improving health outcomes. Good communication improves emotional health, symptom resolution, functional and physiologic status, and pain control. Conversely, ineffective communication leads to misdiagnosis, inappropriate treatment poor adherence, misuse of health services, and high patient stress. In the U.S., Hispanics are the fastest growing minority. Despite the high burden of illness among this population, Hispanics are less likely than other minorities to regularly see a health professional. This is explained in part because Hispanics navigate a health system designed for the majority, experience a mismatch between cultural values and health beliefs, and have limited English proficiency. These communication challenges contribute to health disparities among the Hispanic population living in the U.S. Despite the importance of doctor-patient communication, few communication interventions that focus on improving patient skills have been tested in this population. Therefore, the purpose of this study was to evaluate whether a patient communication intervention tailored for female Hispanic patients could be practically implemented in a practice setting. The first aim focused on adapting existing communication skills training tools for a Hispanic population. The second aim assessed the feasibility of implementing the training tool in a federally qualified health center in a US-Mexico border community. The third aim explored the extent to which trained patients were able to integrate the information provided. Results indicate that it is feasible to implement communication training when delivered by clinical staff. Patient follow-up revealed that patients valued training on how to communicate with their doctor the most. Moreover, it is feasible to sustain the intervention when it is aligned with the priorities of the clinical site. Patient communication training in medically underserved rural areas could improve barriers to improved health outcomes in communities with a high prevalence of Hispanic patients. Future funding is needed to further test, dissemination of communication training programs.
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MacKay, Gilbert F. "Early communicative skills : the place of communication in the curriculum for pupils with severe and profound learning difficulties." Thesis, University of Glasgow, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.303357.
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Loh, Patrick. "Promotion and marketing strategies of IT training institutions in Singapore." Thesis, University of Sunderland, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.302439.
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Mudd, James Edmund. "Solution-Focused Therapy and Communication Skills Training: An integrated approach to couples therapy." Thesis, Virginia Tech, 2000. http://hdl.handle.net/10919/36362.
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This study uses a quasi-experimental design to determine if a solution-focused therapy (SFT) approach to couples counseling can be effective in improving an individual's marital satisfaction, and if a SFT approach to couples therapy can be improved upon by adding a one-time, psycho-educational intervention (i.e. Video #2 from the Fighting for your Marriage series: The Speaker/Listener Technique) that is normally not a part of the model.
Nine male-female couples participated in the project. One group (n = 8) completed treatment without viewing the communication skills video while the other group (n = 10) viewed the video at week two of treatment. Three questions were asked when analyzing data: 1. Do individuals who receive both solution-focused therapy and the speaker/listener tape end therapy reporting a greater increase in marital satisfaction than individuals who receive solution-focus therapy only? 2. Do individuals who receive both solution-focused therapy and the speaker/listener tape end therapy reporting a greater increase in satisfaction with their couple communication than those who receive solution-focused therapy only? 3. Do individuals who receive both solution-focused therapy and the speaker/listener tape end therapy reporting more satisfaction with the therapy process than those who receive solution-focused therapy only?
No significant difference in marital satisfaction or communication satisfaction was found between the two groups. However, individuals who viewed the video reported being significantly more satisfied with therapy. In addition, both groups reported significant improvement in their relationships which suggests that SFT promotes change. Evidence also suggests that males and females respond to SFT in significantly different ways.
The study was limited by its small sample size and one measure that was deemed unreliable. Findings suggest that integration of models and/or interventions is a delicate balance of art and design, and can be altered by such things as dose, philosophy, and placement of psychosocial treatments.Master of Science
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Wehrlin, Sonia E. "Teaching Interpersonal Communication Skills in Athletic Training Professional Education: A Mixed Methods Study." University of Findlay / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=findlay1532450364663942.
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Trepanier, Edna. "Impact of Communication Training on Nurses' Verbal and Nonverbal Skills and Patient Satisfaction." Thesis, University of Phoenix, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10606592.
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Effective nurse communication correlates with favorable patient experiences and outcomes. Communication training programs are insufficient, although they do improve nurses’ communication skills. The purpose of this quantitative, pretest-posttest quasi-experimental study was to examine the impact of a communication training intervention on nurses’ perceptions of verbal and nonverbal skills, patient satisfaction with nurses’ communication, and the overall rating of the hospital. The Nurse Self-report Verbal and Nonverbal Communication Skills Survey (NSVNCSS) was the tool employed to collect data from 103 nurses to investigate the changes in nurses’ perception of their own verbal and nonverbal scores from pretest to posttest. The analysis of historical satisfaction surveys from 81 inpatients before and 71 after the communication training was necessary to investigate the changes in relevant scores theorized to accompany the increases in communication ratings. Statistical findings suggested that a communication-training program for nurses demonstrated increased level of nurses’ self-reported verbal and non-verbal skills, as well as for inpatients’ level of satisfaction with nurse courtesy and respect. Other findings revealed that the implementation of a nurse communication-training program showed increased inpatients’ perceived levels of satisfaction on nurses’ listening skills, explaining things clearly, and the overall rating scores for the hospital but were not statistically significant. There was not much room for growth since the average pre-intervention communication score was 3.74 or more out of 4 and an average of 9.2 out of 10 for the overall hospital rating. The results provide valuable evidence that the developed communication skills program is effective in improving nurses’ perception of their communication skills.
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Shaw, Jerie. "The Effectiveness of Negotiation Skills Training in Advancing the Status of Women in Male Dominated Fields: An Evaluation of CWSE-ON's Negotiation Skills Training Workshop." Thesis, Université d'Ottawa / University of Ottawa, 2014. http://hdl.handle.net/10393/31853.
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Gender equality has been linked to several positive organizational outcomes, including improved overall organizational performance (Dezsö & Ross, 2012). Yet, several fields in Canada, such as technology and engineering, remain male-dominated (Statistics Canada, 2009). Men and women communicate differently, and women's communication styles are sometimes perceived as weak, particularly in male-dominated fields (Carli, 2001). Women's preference for a more communal communication style also manifests in negotiations: women are less likely to negotiate, and when they do negotiate they are less direct and ask for less than men do (Babcock & Laschever, 2003). In order to help women develop the skills they require to advance their status in male-dominated fields, the NSERC Chair for Women in Science and Engineering delivered five negotiation skills training workshops for women in science, technology, engineering and mathematics (STEM) in Ontario. This thesis evaluates this training program using Kirkpatrick and Kirkpatrick's (2006) four-level training evaluation model, with questionnaires and qualitative semi-structured follow-up interviews as the main data collection methods. Ultimately, the thesis concluded that CWSE-ON was successful in creating a training program that produced positive results at multiple levels of the Kirkpatrick model. The program was particularly effective at encouraging participants to transfer their new skills back to the workplace and actually change their negotiation behaviours. The implications of these findings for training professionals is explored in depth.
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Brunello-Prudencio, Loreta A. "Knowledge and communication skills training for high school students with learning disabilities for the acquisition of self-advocacy skills." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/NQ58985.pdf.
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De, Tolosa Raposo Marco Aurelio. "The design of an intercultural communication skills training for multicultural Catholic parishes in the Diocese of San Bernardino." CSUSB ScholarWorks, 2008. https://scholarworks.lib.csusb.edu/etd-project/3347.
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The purpose of this project is to present the design and guidelines for implementation of a theory based intercultural communication skills training program. An instructor manual was designed primarily for people in leadership positions in Catholic parish communities in the Diocese of San Bernardino, California, in order to help them to develop the necessary skills and abilities to become competent intercultural communicators.
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Klein, Cameron. "WHAT DO WE KNOW ABOUT INTERPERSONAL SKILLS? A META-ANALYTIC EXAMINATION OF ANTECEDENTS, OUTCOMES, AND THE EFFICACY OF TRAINING." Doctoral diss., University of Central Florida, 2009. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4030.
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Despite extensive statements about the importance of possessing good interpersonal skills, little quantitative evidence has been brought forth to investigate these claims. At the same time, training in soft, or interpersonal, skills continues for organizational managers, customer service representatives, and members of formal work teams. Based on these considerations, the current research was guided by five broad questions. First, are gender and the Big Five personality variables important predictors in the use and effectiveness of interpersonal skills? Second, what is the relationship between various interpersonal skills and important personal and workplace outcomes? Third, given that training in interpersonal skills is prevalent in organizations today, does this training work? Further, and perhaps more importantly, under what conditions do these training interventions result in optimal outcomes? Lastly, does job complexity moderate the relationship between interpersonal skills and outcomes? To answer these questions, a series of meta-analytic investigations was conducted. The results of these analyses provided evidence for the existence of meaningful antecedents of interpersonal skills. In addition, relationships between interpersonal skills and outcomes were identified, with hypotheses in this area confirmed. The results of this research demonstrate the beneficial impact of interpersonal skills training for improving interpersonal skills. Finally, in line with predictions, job complexity was identified as a moderator of the relationship between interpersonal skills and outcomes. The current document concludes with recommendations both for researchers interested in furthering the science of interpersonal skills research, and for practitioners charged with improving the interpersonal skills of their workforce.Ph.D.
Department of Psychology
Sciences
Psychology PhD
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Liu, Chunfeng. "EQClinic: an online platform for learning communication skills in clinical consultations." Thesis, The University of Sydney, 2018. http://hdl.handle.net/2123/18701.
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Doctors’ communication skills have an impact on patients’ health outcomes, so it is important for medical students to develop these skills. Current communication skills training normally provides face-to-face practice consultations and manually analysed feedback of verbal and nonverbal communication for students, however the main challenge of these methods is the extensive needs of human and financial resources. In the past two decades, we have witnessed a dramatic improvement in technologies such as video conferencing, computer vision and affective computing, and these new technologies provide solutions to deal with the challenges on the training of clinical communication skills. This thesis presents an online training platform EQClinic to improve medical students’ clinical communication skills. EQClinic utilises the new technologies to enable medical students and simulated patients to have video conferencing consultations, and provide human assessment and feedback, and computer-generated nonverbal behaviour feedback for students to reflect on. EQClinic has been evaluated through different user studies reported in this thesis. The important evaluation results showed that medical students’ overall communication skills were improved through using EQClinic. EQClinic has been successfully incorporated into the communication skills teaching curriculum of two Australian Universities. In addition, medical students’ nonverbal behaviour is analysed to investigate the influences of the culture background and gender differences in video consultations. Communication skills are essential to many professions, not just medicine. The potential impact of EQClinic and the findings of this thesis are not limited to medical education. Many professionals, who need communication skills training, could be benefited from using of EQClinic.
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Hunter, Lisa Rae. "The relationship between interpersonal communication skills, teaching effectiveness, and conducting effectiveness of music education students." Diss., The University of Arizona, 2003. http://hdl.handle.net/10150/290005.
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The purpose of this study was (a) to determine if there was a significant relationship between the interpersonal communication skills of music education students and teaching effectiveness, (b) to determine if there was a significant relationship between the interpersonal communication skills of music education students and conducting/rehearsal technique, and (c) to determine if there is a significant difference between the conductor and ensemble perception of the conductor's interpersonal communication skills. Subjects were 30 music education students who had taken at least one semester of conducting instruction. Subjects completed three 10-minutes micro rehearsals with an ensemble. Each micro rehearsal was videotaped. Upon completion of the third micro rehearsal, members of the ensemble completed the Questionnaire on Teacher Interaction for each subject to determine the subject's perceived interpersonal communication style profile. Each subject completed the Questionnaire on Teacher Interaction using his/her ideal responses to determine an ideal interpersonal communication style profile. Three judges evaluated videotapes of the first and third micro rehearsal for each subject using the Survey on Teaching Effectiveness to determine teaching effectiveness and the Conductor Observation Form to determine conducting effectiveness. Data were analyzed using two Two-way Analysis of Variances with Repeated Measures to determine if significant differences existed between interpersonal communication skills, teaching effectiveness, and conducting effectiveness. A quotient of agreement was calculated to determine the degree of association between ideal interpersonal communication styles and perceived interpersonal communication styles. Eleven subjects were identified as having helpful/friendly interpersonal communication styles, 11 subjects were identified as having understanding interpersonal communication styles, and 8 subjects were identified as having strict communication styles. Significant (p ≤ .05) differences were found to exist between interpersonal communication skills, teaching effectiveness, and conducting effectiveness. A low (quotient of agreement = .10) degree of association was found between ideal interpersonal communication styles and perceived interpersonal communication styles.
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Powell, Jamie Leigh. "Using social stories and behavior skills training involving family members to increase social skills for a child with autism." [Tampa, Fla] : University of South Florida, 2009. http://purl.fcla.edu/usf/dc/et/SFE0002936.
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McDermott, Michael P. "Veterinary communication skills and training in the United Kingdom and the United States of America." Thesis, University of Nottingham, 2018. http://eprints.nottingham.ac.uk/52042/.
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Veterinary communication is a core clinical skill and is believed to have a positive impact on client satisfaction, trust and adherence to patient management recommendations. Veterinary communication skills training has therefore been incorporated into veterinary undergraduate and postgraduate education. This thesis focuses on the topic of veterinary communication and comprises two studies. The aim of the first study was to gain a current understanding of the state, adequacy, and relevance of veterinary communication skills and training in the United Kingdom (UK) and United States of America (USA). This was done by conducting a survey of a sample of veterinary surgeons in each country about communication skills and training in the context of a veterinary consultation. A quantitative and qualitative analysis of the data from the survey was undertaken. Key findings were that 98 percent of respondents (1,708/1,748) believed communication skills to be equal in importance to, or more important than, clinical knowledge, whereas only 40 percent (705/1,759) were interested in further communication skills training. Barriers to participation in communication CPD appear to include lack of time and/or employer support, and a belief among some practitioners that communication training could no longer benefit them or was inadequately matched to real-world communication challenges. The aim of the second study was to assess several factors that may impact on communication dynamics during a consultation. Fifty-five video-recorded veterinary consultations in the UK and USA were analysed as follows: 1. The complexity of the consultations was assessed using a tool previously validated for recording information via direct observation of consultations. Elements recorded included details on the patient(s) and reasons for the visit, problems investigated, body systems involved, tests performed, diagnoses, and outcomes. Categorical data statistics were recorded as whole numbers and percentages and Chi-Square calculations were done to measure differences between UK and USA data. Continuous data statistics were recorded as median, range, and interquartile ratio (IQR) and Mann-Whitney U tests were performed to measure UK versus USA differences. (Continuous data for the remaining elements in the study were analysed in the same manner.) Key findings were that consultations were complex, involving multiple problems, body systems, tests, diagnoses, and outcomes. 2. Consultations were analysed for alignment with two consultation models, the Calgary-Cambridge Model for Veterinary Consultations (GCCVM) and the Patient-centred Clinical Method, by coding elements of each consultation model in the consultation transcripts. The frequency and proportion of model elements demonstrated in each consultation were assessed, as was the alignment of the consultations to each model, defined by the percent of possible model elements demonstrated in each consultation. There was 86.67% alignment with the GCCVM and 62.50% alignment with the Patient-centred Clinical Method. Veterinary surgeons in the study spent more time gathering information and explaining than empathising or soliciting client input. 3. Consultations were also analysed for dominance of medical versus lifeworld dialogue using the Mishler Discourse Analysis, and medical dialogue dominated over lifeworld dialogue (65.62% to 34.48%). 4. Client/relationship centredness was evaluated using a novel application of a tool in veterinary communication research, the Verona Patient-centred Communication Evaluation Scale (VR-COPE). Results suggested a relatively high degree of client/relationship centredness (a median score of 76/100), though with somewhat lower scores for elements related to client emotions and the veterinary surgeon responding to them. 5. Client satisfaction was evaluated using the previously validated Client Satisfaction Quotient (CSQ). There was a high degree of satisfaction expressed by clients (median score of 94/114), though average scores were slightly lower for topics related to cost and expression of interest in the client’s opinion. Limitations of the research included the low response rate of US veterinary surgeons to the survey, the small, convenience-based sample used in the consultation study, the reliance on the researcher for maintaining quality and validity, and the scoring of client/relationship-centredness with a tool that heretofore had not been used in veterinary medicine and was not subjected to extensive inter-rater variability testing. The findings in this thesis support the contention that communication skills are important for veterinary practitioners. The work also highlights the need for making communication training a priority in undergraduate veterinary education and an accessible and relevant component of postgraduate CPD. The findings also suggest a need to equip veterinary students and practitioners for communication during consultations that are relatively complex with highly iterative flow between topics, as well as for addressing emotions and inviting input of clients. Elements of the GCCVM and other models may help provide a framework for training in these competencies.
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Lakomy, Ana Maria. "Technology, skills and the transformation of work : implications for the training provision for Brazilian office workers." Thesis, University College London (University of London), 1995. http://discovery.ucl.ac.uk/10021573/.
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This thesis is concerned with the process of office automation in Brazil and its skills and training outcomes. The thesis combines a theoretical analysis with an empirical study undertaken in Brazil. Following an introductory chapter, Chapter 2 discusses and analyses two existing theoretical perspectives which address the relationship between technology, work organisation and skills. These are: the labour process approach with reference to the 'deskilling thesis' developed by Harry Braverman (1974) and the 'flexible specialisation thesis' based on Michael Piore and Charles Sabel (1984). They focus on technological changes on the shopfloor, in advanced industrialised countries. Chapter 3 applies the main arguments put forward by these two • approaches to the office environment in advanced industrialised countries. Based on the discussion of a number of empirical studies concerned with the skill outcomes of new technology in the office, the chapter also develops two models of office automation: the 'technology-driven' and the 'informational' models. These models are used as a framework for the discussion of the empirical research undertaken in Brazilian offices. Chapter 4 discusses the recent economic developments in Brazil in order to provide a context for understanding the empirical findings. The chapter describes the country's process of industrialisation, the current economic context and its implications for the adoption of new technology in the Brazilian office environment. Chapter 5 focuses on the empirical research conducted in Brazilian offices and training agencies. It describes the perspectives of managers, office workers and deputy directors of training agencies with regard to technology, skills and training. The chapter then analyses these perspectives in the light of the two theoretical models of office automation developed in Chapter 3. Chapter 6 summarises the main conclusions of this thesis, and draws some implications for training policies in Brazil.
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Williams, Huw W. "Transfer of self-instructional and metacognitive training of communication skills for people who have learning difficulties." Thesis, Bangor University, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.303399.
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BARTLETT, AMBER. "EVIDENCE-BASED PRACTICES FOR IMPROVING COMMUNICATION SKILLS OF STUDENTS WITH MODERATE-TO-SEVERE DISABILITIES." CSUSB ScholarWorks, 2018. https://scholarworks.lib.csusb.edu/etd/725.
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Communication deficits are often evident in students with moderate-to-severe developmental disabilities. For these students, basic communication needs, like asking to use the restroom, requesting food or expressing discomfort are a challenge. Frustration caused by communication deficits can lead the student to express interfering behaviors, which may interrupt student learning. This paper identifies and describes evidence-based practices (EBPs) used to increase functional communication skills for students with moderate-to-severe developmental disabilities. This review focuses on functional communication training (FCT) and the picture exchange communication system (PECS) and their use to increase functional communication skills. The study also explains how to implement FCT and PECS and the results and challenges that may take place during the implementation process. This is an informative paper intended for special education teachers who work with students with moderate-to-severe disabilities.
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Barnes, Clarissa Sue. "An Evaluation of Behavioral Skills Training on the Implementation and Use of The Picture Exchange Communication System." OpenSIUC, 2010. https://opensiuc.lib.siu.edu/theses/292.
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The picture exchange communication system (PECS) is a functional communication system frequently used with individuals diagnosed with autism (Frost & Bondy, 2002). Few empirical investigations have evaluated staff training procedures to train staff how to teach consumers to use PECS, and none have been published to date on training staff to promote the use of PECS outside of the training environment. Using a multiple probe design the current investigation evaluated staff training procedures for teaching Phases 1-3 of PECS to adults with autism spectrum disorders, with direct care staff. Typical staff training procedures resulted in little improvement from baseline performances for each participant. Performance following behavioral skills training improved significantly, approaching mastery criterion levels.
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Noble, Patrick Sean. "The Effects of a Social Skills Training Program on Interpersonal Communications in Parent Adolescent Dyads." DigitalCommons@USU, 1986. https://digitalcommons.usu.edu/etd/2504.
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The purpose of this thesis was two fold. First, there was an experiment in which the independent variable was the behavioral skill levels of parents and their adolescents on a social skills training program and the dependent variable was the parent and adolescent perceptions of their interpersonal relationship regarding communication and problem solving. Second, there was an experiment comparing instructional styles wherein the independent variable was the length of time used to present the social skills training program and the dependent variable was the resulting scores on the behavioral measures of the program. A modified pretest -post-test control group design was used wherein the control group for the first experiment became a portion of the experimental group for the second experiment. There were 43 parent adolescent dyads who volunteered to participate. Of those, 25 of the dyads met the minimum criteria for being included in the analysis. There were 18 dyads analyzed from the experimental group and seven from the control group. Results of the first experiment, regarding the effects of a social skills program on perceived interpersonal relationships, demonstrated that while the parents did perceive an improvement , the adolescents did not. Results of the second experiment demonstrated that the long term program of one skill every week for eight weeks was more effective than the concentrated one week program of two skills per night for four nights.
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Cross, Duncan T. "Reache North West : education and training for refugee healthcare professionals in the UK, and the development of language and communication skills training." Thesis, University of Bolton, 2014. http://ubir.bolton.ac.uk/725/.
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My original contribution to the body of knowledge is a portfolio of evidence which includes: • An evaluation of Reache (Refugee and Asylum seekers Centre for Healthcare professionals Education) North West using a PEST (Political, Economic, Social and Technological) analysis and Thematic Content Analysis of semi-structured interviews which led to the development of the Reache North West model of education and training for refugee healthcare professionals. • The development of a course entitled Safe and Effective Clinical Communication Skills and the dissemination of this course via conference posters, oral presentations and a published journal article. In the case of the conference posters, the course was identified as good practice on two occasions. • A business case which led to the development of the Salford Communication and Language Assessment Resource (SCoLAR). This thesis analyses and critically appraises the action research, ideas, reports and publications, from 10 years of organizational experience. This also includes over ten years of personal experience teaching and managing education programmes for international students, and over four years of working with refugee healthcare professionals, assisting them in returning to their professional role in the UK. The evaluation of Reache North West sought to answer the research question ‘Are we effectively preparing refugee doctors for work in the NHS?’ Although there were only 5 respondents the evaluation answered this question positively. Also discussed is the process for the development of the safe and effective clinical communication course and the difficulty in this course to other groups of internationally trained doctors. My observations and experience of working with International Medical Graduates who have encountered language and communication difficulties are also discussed with the acknowledgement that more robust research processes are needed for future research.
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Park, Ju Hee. "The Effects of Mother-Implemented Picture Exchange Communication System Training on Spontaneous Communicative Behaviors of Young Children with Autism Spectrum Disorders." The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1259746239.
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Cheong, Tsang Wing. "An evaluation study on the patient-centered communication skills (PCCS) training for residents at the hospital authority." Thesis, University of Leicester, 2003. http://hdl.handle.net/2381/30825.
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In collaboration with the Training and Education Unit of the Hong Kong Hospital Authority, an evaluation study on the effectiveness of the patient-centered communication skills (PCCS) program was carried out for 106 residents in the out-patient clinics of the New Territories East Cluster Region from May 2001 to March 2002. A training evaluation framework was formulated to measure residents' reaction, learning and behavior. An attempt was also made to relate the results of the program to organizational improvement, Le. improvement in patient satisfaction. A number of evaluation tools were used, such as an end-of-program evaluation questionnaire, pre-program and post-program behavioral assessment questionnaires and complaints digests. Focus group interviews with residents were also arranged to solicit in-depth information on the effectiveness of the PCCS program. Encouraging results were recorded from different levels of evaluation. The residents were satisfied with the PCCS program with respect to program objectives, contents, materials, methodology and learning environment. Particularly, they were satisfied with the trainers who were perceived to have played an important role in sharing their hands-on experience in interacting with patients. As for the learning of residents, the pre-/post-learning quiz results demonstrated that the program had increased residents' knowledge and skills relating to patient-centered communication. Despite a number of identified barriers for the transfer of learning, the behavior of the residents was felt to have improved after training, as confirmed by the results of the pre-/post-behavior assessments by the residents and their supervisors. The program also had some significant impact on patient satisfaction as reflected from the complaints and appreciation digests. Patients had shown positive response to the doctors' communication skills during the consultation process. A number of valuable recommendations on program contents, implementation strategies and reinforcement activities were put forward to the Hospital Authority's management for consideration. Key words Patient-centered communication, Evaluation, Reaction, Learning, Behavior, Organizational Results.
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Clarke, Amie. "Increasing Accurate Set Up of Assistive Technology Devices by Teaching with Behavioral Skills Training." OpenSIUC, 2011. https://opensiuc.lib.siu.edu/theses/647.
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The purpose of paper is to describe a rationale for training staff who work with others with disabilities to use Assistive Technology devices. Current literature describes reasons that Augmentative and Alternative Communication devices are not used based on cost, satisfaction, and difficulty in evaluation. Devices are often abandoned due to ineffective training and increased response effort to operate the device. Previous research on training others to use AT devices is reviewed. A popular behavioral perspective continues to be Behavioral Skills Training. By comparing BST to other common methods of device set up, the current study demonstrates the effectiveness of a BST package.
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Connor, Mary. "Training in counselling : The development, implementation and evaluation of 'Listening and responding', and approach to teaching communication skills to nurses." Thesis, Keele University, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.379126.
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Klein, Cameron Robert. "What do we know about interpersonal skills? a meta-analytic examination of antecedents, outcomes, and the efficacy of training /." Orlando, Fla. : University of Central Florida, 2009. http://purl.fcla.edu/fcla/etd/CFE0002642.
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Parker, Paul Rodney. "The application of interpersonal communication and group dynamics skills as a curriculum component for the professional development of pre- service teachers." Diss., This resource online, 1991. http://scholar.lib.vt.edu/theses/available/etd-07282008-134222/.
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Wong, Wai-yi, and 黃慧儀. "An quasi-experimental study of oral presentation skills training for junior secondary students." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B3196204X.
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Cranmer, Elizabeth. "The Effects of PECS Training on Symbolic Matching Skills in Learners with Autism." Thesis, University of North Texas, 2009. https://digital.library.unt.edu/ark:/67531/metadc10997/.
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This study evaluated whether picture exchange communication system (PECS) training would result in the development of conditional relations among corresponding pictures, objects (reinforcers) and spoken words used in PECS training with learners with developmental disabilities. Three participants with autism and mental retardation were trained to use PECS. Match-to-sample procedures were used to assess all possible conditional relations among stimuli before, during, and after PECS training. None of the three participants in this study acquired conditional discriminations involving the pictures, reinforcers, and spoken words used in their PECS training.
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DuPont, Carrie Sue. "The Relationship Between Counselor Educator Technology Self-Efficacy and Distance Counseling Skills Education." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7632.
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Grounded in Bandura's theory of self-efficacy, the purpose of this study was to examine if one aspect of counselor training, counselor educator self-efficacy with technology (SE), was associated with counselor educator teaching distance counseling skills in their classroom (INC). For this correlation study, 176 counselor educators in the United States with experience teaching a skills-based class completed an anonymous online survey. Survey data were used to assess if self-efficacy with technology and demographic data were related to the inclusion of distance counseling skills in the classroom. Point-biserial correlation and logistic regression analysis were used to examine relationships between SE, demographic data, and INC. There was a positive correlation between the Intrapersonal technology integrations scale (ITIS) score, used to measure SE, and INC scoresn=176, rpb=.343, p< .001. A logistic regression was performed to determine the effects of prior experience (EXP), availability of technology (AV), and SE on teaching distance counseling skills. The model was statistically significant, χ2 (3) = 64.342, p <.000., explained 41.5 % (Nagelkerke R2) of the variance in teaching distance counseling, and correctly classified 79.3% of cases. The results of the logistic regression analysis indicated that SE, EXP, and AV were significant predictors of INC. The findings confirm prior research on technology integration in education. Specifically, availability of technology, although an important factor, is not the only variable impacting technology integration. The findings from this study can help guide counselor training programs to prepare students for the expanding use of technology in counseling increasing access to care.
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Homlitas, Christa. "The Effects of Behavioral Skills Training on Implementation and Generalization of the Picture Exchange Communication System (PECS): a Systematic Replication." Youngstown State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1311184577.
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Bush, Mary Ann. "Applying adult education principles in an interpersonal management skills training program for hospital operations managers." CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/704.
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Lecheler, Jody J. "Using Critical Incidents: The Development of a Behaviorally Based Training Program for Supervisor Citizenship Behavior and Feedback Skills." TopSCHOLAR®, 2015. http://digitalcommons.wku.edu/theses/1454.
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It has been argued (Greer, 2013) that supervisors are a critical component in organizational effectiveness. Supervisors are required to hold many roles within the organization (Evans, 1965). Specifically, employees often see supervisors as representatives of the organization, while the organization depends on supervisors to maintain production (Greer, 2013). Many supervisors also fill a variety of other organizational roles such as mentor, trainer, motivator, disciplinarian, evaluator, and leader (Evans, 1965). For these reasons, effective supervisors are crucial to organizational success. The present study developed a behaviorally based training program for supervisors for a poultry processing organization. The training program content included displaying supervisor citizenship behavior and providing effective feedback. Examples of actual situations in the form of critical incidents were collected from incumbents serving as subject matter experts (SMEs). The critical incidents were then edited, retranslated, calibrated, and used to provide specific behavioral examples in the training program.
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Sansosti, Frank J. "Using video modeled social stories to increase the social communication skills of children with high functioning autism/asperger's syndrome." [Tampa, Fla.] : University of South Florida, 2005. http://purl.fcla.edu/fcla/etd/SFE0001217.
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