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Journal articles on the topic 'Communication skills training'

Author: Grafiati
Published: 4 June 2021
Last updated: 20 February 2023

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1

Luke, K. H., and R. H. Smith. "Communication Skills Training." Academic Medicine 87, no. 8 (August 2012): 993. http://dx.doi.org/10.1097/acm.0b013e31825ccb39.

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Clever, Sarah L. "Communication Skills Training." Academic Medicine 87, no. 8 (August 2012): 993. http://dx.doi.org/10.1097/acm.0b013e31825e337f.

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3

Sullivan, Patricia A. "Communication Skills Training for Interactive Sports." Sport Psychologist 7, no. 1 (March 1993): 79–91. http://dx.doi.org/10.1123/tsp.7.1.79.

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The development of interpersonal communication skills is an important aspect of psychological skill development in interactive sport athletes. This article presents a communication skills training program for interactive sport teams. Collegiate coaches of interactive sports implemented a series of seven interpersonal communication exercises with their teams to gain a preliminary perspective on the effectiveness of communication skills training. Overall, athletes’ responses in evaluating the program indicated that the communication exercises raised awareness levels of communication skills and competencies and also provided valuable opportunities to practice improving communication skills. Suggestions are provided for the continuation of communication skills training with athletes.
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Monti, P. M., D. B. Abrams, J. A. Binkoff, W. R. Zwick, M. R. Liepman, T. D. Nirenberg, and D. J. Rohsenow. "Communication skills training, communication skills training with family and cognitive behavioral mood management training for alcoholics." Journal of Studies on Alcohol 51, no. 3 (May 1990): 263–70. http://dx.doi.org/10.15288/jsa.1990.51.263.

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Fourie, Pieter J. "BEYOND SKILLS TRAINING." Journalism Practice 7, no. 2 (April 2013): 212–30. http://dx.doi.org/10.1080/17512786.2012.753290.

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Brodkin, C. Andrew, and Kayla I. Brodkin. "Role of Communication Skills Training." Annals of Internal Medicine 132, no. 10 (May 16, 2000): 844. http://dx.doi.org/10.7326/0003-4819-132-10-200005160-00026.

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Lundine, Kristopher, Richard Buckley, Carol Hutchison, and Jocelyn Lockyer. "Communication Skills Training in Orthopaedics." Journal of Bone & Joint Surgery 90, no. 6 (June 2008): 1393–400. http://dx.doi.org/10.2106/jbjs.g.01037.

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Ovens, Howard, Wes Talbot, Fred Harris, and Barb Newman. "Hypnosis training enhances communication skills." Medical Teacher 12, no. 3-4 (January 1990): 357–61. http://dx.doi.org/10.3109/01421599009006643.

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Fujimori, Maiko. "Communication skills training for oncologists." Annals of Oncology 29 (October 2018): vii31. http://dx.doi.org/10.1093/annonc/mdy381.

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Fukui, Sakiko. "Communication skills training for nurses." Annals of Oncology 29 (October 2018): vii31. http://dx.doi.org/10.1093/annonc/mdy381.001.

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Sliwa, James A., Gregory Makoul, and Henry Betts. "Rehabilitation-Specific Communication Skills Training." American Journal of Physical Medicine & Rehabilitation 81, no. 2 (February 2002): 126–32. http://dx.doi.org/10.1097/00002060-200202000-00009.

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Ditton-Phare, Philippa, Sean Halpin, Harsimrat Sandhu, Brian Kelly, Marina Vamos, Sue Outram, Carma L. Bylund, et al. "Communication skills in psychiatry training." Australasian Psychiatry 23, no. 4 (August 2015): 429–31. http://dx.doi.org/10.1177/1039856215590026.

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Deveugele, Myriam. "Communication training: Skills and beyond." Patient Education and Counseling 98, no. 10 (October 2015): 1287–91. http://dx.doi.org/10.1016/j.pec.2015.08.011.

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Rustin, L., and J. Fry. "Individualized family communication skills training." Journal of Fluency Disorders 22, no. 2 (May 1997): 94. http://dx.doi.org/10.1016/s0094-730x(97)89224-8.

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Ditton-Phare, Philippa, Brian Kelly, and Carmel L. Loughland. "Communication skills training for psychiatrists." British Journal of Psychiatry 210, no. 6 (June 2017): 438. http://dx.doi.org/10.1192/bjp.210.6.438.

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Wolraich, Mark L., and Stefanie Reiter. "Training Physicians in Communication Skills." Developmental Medicine & Child Neurology 21, no. 6 (November 12, 2008): 773–78. http://dx.doi.org/10.1111/j.1469-8749.1979.tb01700.x.

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Keir, Amy, and Dominic Wilkinson. "Communication skills training in paediatrics." Journal of Paediatrics and Child Health 49, no. 8 (April 29, 2013): 624–28. http://dx.doi.org/10.1111/jpc.12216.

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18

Baile, Walter F., Andrzej P. Kudelka, Estela A. Beale, Gary A. Glober, Eric G. Myers, Anthony J. Greisinger, Robert C. Bast, Michael G. Goldstein, Dennis Novack, and Renato Lenzi. "Communication skills training in oncology." Cancer 86, no. 5 (September 1, 1999): 887–97. http://dx.doi.org/10.1002/(sici)1097-0142(19990901)86:5<887::aid-cncr27>3.0.co;2-x.

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19

Lundine, K., J. Lockyer, C. Hutchison, and R. Buckley. "1. Communication skills training in orthopaedics." Clinical & Investigative Medicine 30, no. 4 (August 1, 2007): 27. http://dx.doi.org/10.25011/cim.v30i4.2761.

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Communication skills have been identified as a key component of medical education by the CanMEDS Project. The objectives of this study were to identify the perceived key components of communication skills from the perspectives of both orthopaedic residents and their program directors, and to understand how these skills are currently taught. This study utilized a mixed methods design. Quantitative data was collected using a 30-item questionnaire, which was distributed to all Canadian orthopaedic residents. Qualitative data was collected through focus groups with orthopaedic residents and semi-structured interviews with orthopaedic program directors. One hundred and nineteen out of three hundred and twenty-five questionnaires were completed (response rate = 37%), twelve residents participated in two focus groups, and 9/16 program directors from across the country were interviewed. The questionnaire reliability had an internal consistency of Cronbach’s alpha = 0.72. An ANOVA of the questionnaire data showed gender and International vs. Canadian medical graduate status to be independent variables to several item responses (P < 0.01). The factor analysis produced a five-factor model accounting for 50% of the variance. Both program directors and residents identified communication skills as being the accurate and appropriate use of language (ie, content skills), not how the communication was presented (ie, process skills). Perceived barriers to communication included time constraints and the need to adapt to the many personalities and types of people encountered daily in the hospital. Residents lack explicit communication skill training, but value developing communication skills in the clinical environment through experiential learning and role modeling. Resident education should focus on developing residents’ process skills in communication. Care should be taken to avoid large-group didactic teaching sessions, which are perceived as ineffective.
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20

Bulotienė, Giedrė, and Gabrielė Jagelavičiūtė. "Assessment of the efficacy of communication skills training program for oncologists." Acta medica Lituanica 22, no. 4 (January 31, 2016): 216–22. http://dx.doi.org/10.6001/actamedica.v22i4.3240.

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Background. Effective communication is essential for cancer care therefore a communication skills training program was developed by the Lithuanian Association of Psychosocial Oncology. This study aims to identify the efficacy of the new program designed for Lithuanian specialists. Materials and methods. Self-report questionnaires for health care professionals were designed. Surveys were based on three topics – stress, confidence level, and personal opinion about the training and ability to apply learned communication skills. 88(67.2%) respondents completed the questionnaire. Results. Stress: 38.6% of respondents indicated that they usually experience stress while communicating with oncology patients or their relatives; Confidence level: 61.4% of participants agreed that their level of confidence improved after trainings. 83.0% of participants agreed that the establishment of a connection with patients and their relatives improved, but requires further development. The participants’ personal opinion about specific aspects of the communication skills training was evaluated as well. It was found that women are more likely to think that their skill of empathy had developed, but still needed to be improved, while men believed that their empathy had not changed, or stated that it had developed and needed no further improvement (p = 0.003). Conclusions. The study found improvements in participants’ confidence (61.4%) and specific skills while communicating with oncology patients (75.0–90.9%). Health care professionals evaluated the program as well and very well (86.4–92.1%). The Lithuanian communication skills training program is appropriate to use to enhance the quality of cancer care.
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21

Osterhage, Jennifer L., and Katherine Rogers-Carpenter. "Combatting Misinformation through Science Communication Training." American Biology Teacher 84, no. 7 (September 1, 2022): 390–95. http://dx.doi.org/10.1525/abt.2022.84.7.390.

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As the dual crises of the ongoing COVID-19 pandemic and worsening climate change show, the public must be accurately informed about science. However, many barriers hinder effective messaging about science to the public, including little formal communication training for scientists and an abundance of misleading information from nonscientific sources. Being able to communicate with the public is a vital skill that should be a formal component of scientific training. Here, we synthesize the rationale for incorporating public science communication into undergraduate biology programs and provide specific examples of curriculum efforts to improve undergraduates’ skills in this area. We review the literature about the importance of communicating scientific concepts to the public and previous efforts to integrate communication into biology curricula. Next, we provide examples of two courses aimed at developing public science communication skills and describe their integration into an undergraduate biology curriculum. We conclude with future directions and recommendations.
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22

Bylund, Carma L. "Taking the ‘training’ out of communication skills training." Patient Education and Counseling 100, no. 7 (July 2017): 1408–9. http://dx.doi.org/10.1016/j.pec.2017.02.006.

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23

Ak, Mehmet, Orhan Cinar, Levent Sutcigil, Emel Dovyap Congologlu, Bikem Haciomeroglu, Hayri Canbaz, Hulya Yaprak, Loni Jay, and Kamil Nahit Ozmenler. "Communication Skills Training For Emergency Nurses." International Journal of Medical Sciences 8, no. 5 (2011): 397–401. http://dx.doi.org/10.7150/ijms.8.397.

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24

Noble, Lorraine. "Communication skills training: pragmatism versus proof." Medical Education 36, no. 2 (February 2002): 108–9. http://dx.doi.org/10.1046/j.1365-2923.2002.01132.x.

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25

Greer, Lee-Anne, Priyanthy Weerasekera, Bruce Linder, and Joel O. Goldberg. "Couples Communication Skills Training for Schizophrenia." Canadian Journal of Psychiatry 42, no. 6 (August 1997): 666–67. http://dx.doi.org/10.1177/070674379704200623.

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26

Evans, Barry J., Robb O. Stanley, and Graham D. Burrows. "Communication Skills Training and Patients' Satisfaction." Health Communication 4, no. 2 (April 1992): 155–70. http://dx.doi.org/10.1207/s15327027hc0402_5.

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27

Tan, Timothy SE, and Janice SH Tan. "Communication skills training in other languages." Clinical Teacher 14, no. 1 (January 18, 2017): 76–77. http://dx.doi.org/10.1111/tct.12605.

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28

Whitchurch, Gail G., and Jennifer L. Pace. "Communication skills training and interspousal violence." Journal of Applied Communication Research 21, no. 1 (February 1993): 96–102. http://dx.doi.org/10.1080/00909889309365357.

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29

Kissane, David W., Carma L. Bylund, Smita C. Banerjee, Philip A. Bialer, Tomer T. Levin, Erin K. Maloney, and Thomas A. D'Agostino. "Communication Skills Training for Oncology Professionals." Journal of Clinical Oncology 30, no. 11 (April 10, 2012): 1242–47. http://dx.doi.org/10.1200/jco.2011.39.6184.

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Purpose To provide a state-of-the-art review of communication skills training (CST) that will guide the establishment of a universal curriculum for fellows of all cancer specialties undertaking training as oncology professionals today. Methods Extensive literature review including meta-analyses of trials, conceptual models, techniques, and potential curricula provides evidence for the development of an appropriate curriculum and CST approach. Examples from the Memorial Sloan-Kettering Cancer Center CST program are incorporated. Results A core curriculum embraces CST modules in breaking bad news and discussing unanticipated adverse events, discussing prognosis, reaching a shared treatment decision, responding to difficult emotions, coping with survivorship, running a family meeting, and transitioning to palliative care and end of life. Achievable outcomes are growth in clinician's self-efficacy, uptake of new communication strategies and skills, and transfer of these strategies and skills into the clinic. Outcomes impacting patient satisfaction, improved adaptation, and enhanced quality of life are still lacking. Conclusion Future communication challenges include genetic risk communication, concepts like watchful waiting, cumulative radiation risk, late effects of treatment, discussing Internet information and unproven therapies, phase I trial enrollment, and working as a multidisciplinary team. Patient benefits, such as increased treatment adherence and enhanced adaptation, need to be demonstrated from CST.
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Baile, Walter F. "Training Oncology Practitioners in Communication Skills." Journal of Pediatric Hematology/Oncology 33 (October 2011): S115—S122. http://dx.doi.org/10.1097/mph.0b013e318237d4d5.

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31

Saidi, Saman, Alison Lievesley, Michelle Lee, Louise Gent, Richard Lin, and Laura Jones. "Peer led training in communication skills." BMJ 336, Suppl S3 (March 1, 2008): 0803114. http://dx.doi.org/10.1136/sbmj.0803114.

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Sharp, Mary, Catherine Campbell, and Karen Simmer. "Re: Communication skills training in paediatrics." Journal of Paediatrics and Child Health 50, no. 1 (January 2014): 85. http://dx.doi.org/10.1111/jpc.12443.

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33

Smith, Rosemary D. "Communication skills training for health professionals." Nurse Education Today 10, no. 3 (June 1990): 239. http://dx.doi.org/10.1016/0260-6917(90)90038-r.

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34

Partric, Branet, and Yasar Albushra Ahmed. "Communication Skills Training in the Medical Curriculum." Journal of Education and Learning (EduLearn) 7, no. 3 (August 1, 2013): 129–34. http://dx.doi.org/10.11591/edulearn.v7i3.18490.

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Communication is an essential skill in the armory of any worker in the health field. It is an integral part of the skills required, not only in medical doctors, but in all health workers. Communication is more than history taking; it includes all methods of interaction with patients, patient's relatives, members of the health care team, and the public. Many studies stressed that the main complaints of patients are related to communication problems and not to clinical competency. This has contributed to an increase in the number of law suits, non-adherence to medical regimens, and the tendency of patients to keep changing physicians and hospitals. Also, it has been shown that health outcome is positively affected by proper communication. This includes patient's satisfaction and cooperation, decrease in treatment duration, decrease in painkillers requirements, and decrease in hospital stay. Also, it has been shown that communication skills can be taught and important changes in physician's behavior and in their communication skills have been demonstrated after courses of communication skills. Thus, many medical colleges in the world are including communication skills courses in their undergraduate and graduate curricula.
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Bunce, Betty H. "Referential Communication Skills." Language, Speech, and Hearing Services in Schools 22, no. 1 (January 1991): 296–301. http://dx.doi.org/10.1044/0161-1461.2201.296.

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Referential communication skills involve the ability to provide and understand specific information. Typical skills include giving and following directions, asking questions, and making explanations. These skills are important in classroom discourse. This article outlines some of the critical skills needed in referential communication and then reviews some of the deficits in the referential communication skills of learning-disabled and/or language-impaired children. Finally, suggested therapy procedures based on training studies are provided.
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Nurrokhmanti,, Hikmawati, Astrid Pratidina Susilo, Rosaria Indah, and Mora Claramita. "COMMUNICATION SKILLS: FACILITATING STUDENTS’ INVISIBLE BUT SIGNIFICANT SKILLS TO IMPROVE HEALTH OUTCOMES." Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education 11, no. 2 (June 15, 2022): 213. http://dx.doi.org/10.22146/jpki.72137.

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Background: Communication skills are the core skills throughout medical professional life and embedded with cultural factors. Although students have learned communication skills in the undergraduate education, adequate training during clinical rotation and continuing professional development is necessary. Facilitating the students to build partnership relationship in the communicating with patients is challenging, considering its contexts, facilities, and opportunities. The influence of student-teacher relations in this hierarchical context is also influential. Gaps: Facilitating partnership communication skill requires blending two paradigms: medical knowledge and communication. These complex skills can be optimally facilitated by using specific strategies such as role-play, simulated patient (SP), and real-case encounter. Thus, the communication skills curriculum needs a comprehensive program planning, preparation on the students’ ability to be able to receive feedback and reflect upon it, simulated patients’ contribution for students training, and teachers to provide effective feedback.Recommendation: Facilitating students' communication skills needs 'two to tango,' combining between mastery of medical knowledge and partnership communication. A better communication curriculum should consider incorporating cultural competencies and applying the principles in effective training course design such as authenticity, variability, gradually from simple to complex, integrated, and scaffolding by specific evidence. Thus, should be supported by a good faculty development program that will facilitate safe environment and constructive feedback. In addition, the need for simulated patients or even now, a virtual patient, is inevitable.
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Ranade, Nupoor, and Jason Swarts. "Humanistic communication in information centric workplaces." Communication Design Quarterly 7, no. 4 (February 13, 2020): 17–31. http://dx.doi.org/10.1145/3363790.3363792.

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Professional writers adapt their skills to suit expanded professional roles that involve production and management of information, but preparation through mere skill-based training is problematic because that communication work is messy in ways that are not addressable through simple skills training. We must understand how skills "influence and shape the discursive activities surrounding their use" (Selber, 1994). This paper reports the results of a study of people trained in humanities disciplines like communication, English, writing studies, technical communication, etc., on how they have found means to employ their training in their workplace and keep what is humanistic about writing and communicating at the foreground of their interactions with information technologies. Instead of focusing on technology alone, this research encourages a unified approach to preparing students for the workplace.
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Moore, Rod. "Maximizing Student Clinical Communication Skills in Dental Education—A Narrative Review." Dentistry Journal 10, no. 4 (April 1, 2022): 57. http://dx.doi.org/10.3390/dj10040057.

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Dental student training in clinical communication skills and behavioral aspects of treatment are lauded as clinically meaningful in the dental education literature. However, many dental school curricula still only provide didactic, one-time coursework with multiple choice examination assessment and little or no student skill-activating activities. This article aims to review literature relevant to optimizing clinical communication and behavioral skills in dental education. The review summarizes findings of several relevant reviews and usable models to focus on four themes: (1) special characteristics of dentistry relevant to communication skill needs, (2) essential components of dental student learning of communications skills, (3) clinical consultation guides or styles and (4) optimal curricular structure for communication learning effectiveness. Contexts of communications in the dental chair differ from medical and other allied health professions, given the current mostly dentist-dominant and patient-passive relationships. Patient-centered communication should be trained. Dental students need more practical learning in active listening and patient-centered skills including using role-play, videotaping and ultimately, real patient training. Medical consultation guides are often unwieldy and impractical in many dental contexts, so a shortened guide is proposed. Communication skills need to be learned and taught with the same rigor as other core dental skills over the entire course of the dental curriculum.
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Worthington, Debra L. "Communication Skills Training in a Hospice Volunteer Training Program." Journal of Social Work in End-Of-Life & Palliative Care 4, no. 1 (June 19, 2008): 17–37. http://dx.doi.org/10.1080/15524250802072021.

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Curtis, Matthew, Sioned Evans, and Benjamin Clayton. "P-116 ‘Shocking’ communication skills – communication skills training for cardiac physiologists deactivating ICDS$." BMJ Supportive & Palliative Care 7, Suppl 1 (March 2017): A43.1—A43. http://dx.doi.org/10.1136/bmjspcare-2017-00133.115.

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Saxena, Shalini, Prachi Rastogi, Sh Sachin Gupta, and Sam Raj Nesamony. "Role of Communication Skills: A Review." World Journal of English Language 12, no. 3 (April 7, 2022): 18. http://dx.doi.org/10.5430/wjel.v12n3p18.

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The word “Communication” may be defined as the data by which anyone could share their views, data, emotions of any other person, place, etc. Nowadays, in many organizations, people are facing problems communicating (cannot share their views with others due to lack of communication skills.). In any field, one should be expressive so that they can share their views, data, emotions, etc., with others. This study was carried out to find out the elements that contribute to students' low performance and find solutions to improve teaching and learning of communications at the University of Education in Winneba. The purpose of the review was to highlight suggestions and recommendations on how the communication skills training might be improved. To this end, the investigator has employed interviews, observations, and documents to collect information to answer questions to be answered by this research. The study focused on all the students of the second year and communications professionals as their entire population but used the objectives. In this paper, the author discussed communication as many people cannot share their views with others due to lack of communication. The future scope of communication is wide as it is used for making others understand. It is effective, flexible anyone can understand and it is important for the functioning of any organization.
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Ambalegin, Ambalegin, Afriana Afriana, Angel Purwanti, Tomi Arianto, and Nurma Dhona Handayani. "PUBLIC SPEAKING MASTERY FOR SMK GRADUATES’ COMMUNICATION SKILLS." PUAN INDONESIA 4, no. 2 (January 12, 2023): 134–42. http://dx.doi.org/10.37296/jpi.v4i2.131.

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The aim of this training was to acknowledge the SMK students the skills of communication. Public speaking was the main topic of this training. Public speaking mastery affects people’s relationship, leadership, and attitudes. The SMK graduates must have public speaking skill for their future when they are welcomed in workplace. The collaboration of the vocational skills, public speaking skill, and English-speaking skill will enter the graduates to the successful future. This training was held at SMKN 7 Batam from November 10th to 11th, 2022 with MM, RPL, TKJ, TITL, and TJAT students as the participants. This activity applied the community education with training-course technique. The training included mentoring, discussion, and practice in which the materials were the strategies of public speaking and basic course of English. The result of the activity was the educating the participants in controlling fear and anxiety while speaking in public. Besides, it was increasing the participants’ confidence.
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Weinstein, Barbara E. "Communication Skills Training Vital to Health Care." Hearing Journal 73, no. 1 (January 2020): 8. http://dx.doi.org/10.1097/01.hj.0000651572.75236.88.

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Leigh-Smith, S. "Communication skills training for emergency department doctors." Emergency Medicine Journal 18, no. 3 (May 1, 2001): 234—a—234. http://dx.doi.org/10.1136/emj.18.3.234-a.

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&NA;. "Theater Training Enhances Doctor-Patient Communication Skills." Back Letter 23, no. 2 (February 2008): 17. http://dx.doi.org/10.1097/01.back.0000312887.14408.cd.

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Rock, Laura, Nina Gadmer, Richard Schwartzstein, and Amy Sullivan. "Board 405 - Research Abstract Communication Skills Training." Simulation in Healthcare: The Journal of the Society for Simulation in Healthcare 8, no. 6 (December 2013): 581–82. http://dx.doi.org/10.1097/01.sih.0000441657.46010.a5.

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Ellis, Anna. "Consulting: Communication Skills for GPs in Training." BMJ 333, no. 7561 (July 29, 2006): s50.1—s50. http://dx.doi.org/10.1136/bmj.333.7561.s50.

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48

Cinar, Orhan, Mehmet Ak, Levent Sutcigil, Emel Dovyap Congologlu, Hayri Canbaz, Erden Kilic, and Kamil Nahit Ozmenler. "Communication skills training for emergency medicine residents." European Journal of Emergency Medicine 19, no. 1 (February 2012): 9–13. http://dx.doi.org/10.1097/mej.0b013e328346d56d.

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49

Muehlinghaus, I., W. Burger, and U. Schwantes. "248-COMMUNICATION SKILLS TRAINING FOR MEDICAL STUDENTS." Journal of Psychosomatic Research 56, no. 6 (June 2004): 655. http://dx.doi.org/10.1016/j.jpsychores.2004.04.303.

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Alexandre, B., S. Friedrich, and B. Celine. "Undergraduate Communication Skills Training: benefits of individualsupervision." Journal of Psychosomatic Research 97 (June 2017): 139. http://dx.doi.org/10.1016/j.jpsychores.2017.03.213.

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