Posted by in Articles | 0 comments

  1. 1.  Course Rationale

 

Good communication between dentists and their patients is necessary for the delivery of quality care. A thorough understanding of effective communication skills is important in seeking and obtaining informed consent, dealing with patients from diverse cultural and socioeconomic backgrounds and managing adverse events or anxieties related to dental treatment. Students of varying innate communication capability benefit from formal education in this field. An understanding of professional communication requirements is an important part of professional identity formation and is designed to enhance patient-practitioner relationships. Within the present context of increased litigation and ongoing public discretion regarding dental treatment, it is critical that graduates understand their responsibilities and attain necessary skills in professional communication.

 

  1. 2.  Course aims

 

  1. Improve verbal, non-verbal and written communication skills of participants.
  2. Provide a benchmark of appropriate professional communication strategies in specific settings.
  3. Highlight professional, legal and ethical responsibilities surrounding communication.

 

  1. 3.  Course objectives

 

At the completion of this course, students will be able to:

  • Recognise and apply effective communication strategies within specific contexts.
  • Recognise the potential outcomes of effective and poor communication.
  • Identify common human motivations and needs within communication.
  • Use verbal and non-verbal tools to optimise communication with patients and colleagues.
  • Vary communication strategies to accommodate patients from culturally diverse backgrounds and anxious patients.
  • Avoid confronting, insulting and ineffective communication strategies.
  • Resolve conflict and disclose adverse events using communication tools.
  • Recognise legal and ethical obligations with respect to record keeping and informed consent.
  • Create effective patient education tools and treatment plans.
  • Communicate information with colleagues in a professional manner.

 

 

  1. 4.  Course design

 

This course has a primary core module entitled ‘Principles of good communication’. Students will then progress through 3 other modules that build upon prior knowledge and skills and apply them in specific professional contexts.

 

 

 

 

 

 

 

  1. 5.  Summary of teaching methods

 

The curriculum outlined will be presented in an on-campus lecture setting with integration of class activities to reinforce important concepts and practice skills. These techniques include evidence appraisal, didactic teaching, role-play, brainstorming, simulations and small group activities. Details of these can be found in table 7.

 

 

  1. 6.  Summary of learning activities.

 

Students will receive key information in a lecture format and will be expected to attend all four sessions. During these sessions, students will be presented with an opportunity to hear, see and demonstrate the communication concepts being taught. Each session will require students to interact with content and other students through brainstorming sessions, role-playing excercises and group activities. These aim to integrate information into a relevant practical context, reinforce important messages and provide an opportunity to practice techniques in a safe, simulated environment. Students will be encouraged to create their own systems and resources that can be used in clinical practice

 

Table 7. Individual lesson outlines.

 

OBJECTIVES

SUMMARY OF LEARNERS’ ACTIVITIES

TEACHERS’ ACTIVITIES

ASSESSMENT ACTIVITIES
SESSION 1Principles of communication.
  • Define the features of ‘good communication.’
  • Recognise the potential outcomes and incentives for good communication.
  • Recognise the potential negative implications of poor communication.
  • Identify common human motivations for communication.

 
  • Listen to introduction and structure of course including methods of feedback and assessment.
  • Discussion in groups to define what ‘good’ communication looks, sounds and feels like.
  • Class brainstorming to identify potential outcomes of effective versus poor communication.
  • Identify personal communication strengths and weaknesses based on definitions and criterion developed during the session.
  • Access prescribed reading material on verbal and non-verbal cues of importance in dentistry for next session.
  • Set course expectations of what participants will cover and gain.
  • Interactive lecture regarding concepts of ‘good’ communication.
  • Mediate class brainstorming to identify potential benefits of good communication.
  • Mediate class brainstorming to identify possible negative implications of bad communication.
  • Set task of identifying personal communication strengths and weaknesses based on the definitions and criterion developed during the session. Answer any questions about this task.
  • Make reading material for next session accessible.
 After this teaching session and before the next, students are to form and submit a one-page summary of perceived personal communication strengths and weaknesses that they wish to be addressed during the short course.Hurdle task: pass/fail 10%
SESSION 2Verbal and non-verbal cues. 
  • Identify features of effective verbal communication.

– Language

– Tone of voice

– Pacing

  • Understand aspects of verbal communication that patients may find confronting, insulting or ineffective.
  • Demonstrate ability to enhance communication through body language.
  • Recognise practical opportunities to accommodate cultural sensitivities and anxious patients.

 
  • Brainstorm words and phrases that patients may find confronting.
  • Brainstorm non-confronting words and phrases that can be substituted for those in the previous list.
  • Participate in a partnered role-play exercise using body language to change a verbal message.
  • Participate in a role-play exercise to demonstrate how you may accommodate an anxious patient.
  • Create a written script to explain a commonly performed procedure using layman’s terms and common analogies. Identify the rationale behind your selection versus poorer alternatives. Identify a way in which an anxious patient and/or unique cultural context could be accommodated.
  • Present literature review of evidence for appropriate word choice, language and tone to be used by dentists.
  • Direct brainstorming session to encourage students to identify poor word, language or tone choice.
  • Direct brainstorming session to substitute these poor choices with effective alternatives.
  • Guide role-play exercise using different body language to change the same verbal message.
  • Present communication tools that can be used to help manage an anxious patient.
  • Direct anxious patient roleplay.
  • Demonstrate use of investigation tools to identify relevant cultural differences.
  • Set and explain assessment task. Answer any questions about this task.
 Create a written script for a verbal explanation of a root canal treatment using poor or confronting language. Re-write this script using appropriate layman’s terms and metaphors. Include any voice tone and body language considerations including patient positioning.Explain the changes that you have made and why you have made them. Explain one adjustment you could make to this explanation to accommodate a cultural sensitivity and/or anxious patient.

 

1000 words, 25%.

 
SESSION 3Records, written communication and treatment planning. 
  • Identify record keeping requirements and how to ensure compliance.
  • Identify the contexts in which written communication with patients may be necessary/appropriate.
  • Establish the language and tone that should be used in written correspondence with patients.
  • Recognise legal and ethical obligations in written correspondence with patients.
  • Understand basic concepts of conflict resolution with patients.
  • Listen to presentation of legal requirements for record keeping and the regulatory basis for this. Analyse one’s own compliance with these requirements.
  • Brainstorm the types of written communication that may be used for patients.
  • Group activity to substitute dental terms for layperson vocabulary.
  • Make a checklist of the ethical and legal obligations that should be considered in structuring written correspondence.
  • Consider what should be included in a written response to a patient complaint.
  • Construct a letter to a patient outlining their condition and some treatment options.
  • Listen to presentation of legal requirements for record keeping and the regulatory basis for this. Analyse one’s own compliance with these requirements.
  • Brainstorm the types of written communication that may be used for patients.
  • Group activity to substitute dental terms for layperson vocabulary.
  • Make a checklist of the ethical and legal obligations that should be considered in structuring written correspondence.
  • Consider what should be included in a written response to a patient complaint.
  • Construct a letter to a patient outlining their condition and some treatment options.
  • Explain the associations between record keeping and litigation.
  • Present current record-keeping requirements and show students where to find these regulations.
  • Direct a brainstorming session on the types of written communication that may be useful for patients.
  • Recommend a system for establishing professional vocabulary that can be used to communicate with patients.
  • Present some ethical and legal obligations associated with written correspondence.
  • Guide students through considerations when addressing a written patient complaint.
  • Set task of constructing a letter to a patient outlining findings of their examination and some treatment options. Give an example and some suggested conditions. Answer any questions about this task.
  • Construct a letter to a patient outlining findings of their examination and treatment options.
 (Maximum 500 words, 25%)
SESSION 4Communication with colleagues. 
  • Identify the features of a positive working relationship with dental assistants.
  • Recognise the importance of clear communication between health practitioners.
  • Understand the importance of clear communication with laboratory staff.
  • Structure a comprehensive patient referral letter.
  • Construct a concept map of an ideal dentist-assistant relationship.
  • Listen to anecdotal evidence of poor colleague communication outcomes.
  • Brainstorm features that should always be included on a lab slip.
  • Brainstorm features that should always be included on a patient referral letter.
  • Write a referral letter to a colleague using the concepts demonstrated in the tutorial session.
  • Lead a class discussion of what the ideal dentist-assistant relationship entails.
  • Provide evidence of poor outcomes associated with inappropriate communication with colleagues.
  • Lead brainstorming session about important features to include on a lab slip.
  • Lead brainstorming session on what features should be included in a referral letter.
  • Provide useful templates for communication with colleagues.
  • Set task of constructing a referral letter to a colleague. Answer any questions about this task.
  • Construct a concept map of an ideal dentist-assistant relationship.
  • Listen to anecdotal evidence of poor colleague communication outcomes.
  • Brainstorm features that should always be included on a lab slip.
  • Brainstorm features that should always be included on a patient referral letter.

Write a referral letter to a colleague using the concepts demonstrated in the tutorial session.
  • Lead a class discussion of what the ideal dentist-assistant relationship entails.
  • Provide evidence of poor outcomes associated with inappropriate communication with colleagues.
  • Lead brainstorming session about important features to include on a lab slip.
  • Lead brainstorming session on what features should be included in a referral letter.
  • Provide useful templates for communication with colleagues.
  • Set task of constructing a referral letter to a colleague. Answer any questions about this task.
  • Write a referral letter to a colleague using the principles demonstrated in this session.

 

(Max 500 words, 25%)

 

 

 

 

 

 

 

8. Assessment Framework        

Assessment task Concepts assessed Restrictions Due % of marks.
1) Summarise personal communication strengths and weaknesses. What aspects of communication need to be addressed for professional development?
  • Pre-existing understanding of communication concepts.
  • Opportunities for self-development.
  • Expectations of the course.
  • Expectations for life-long learning.

 

 500 words max. Before 2ndtutorial session.(1 week) 10%
2) Write a script for a verbal explanation of a root canal treatment using poor or confronting language. Re-write this script using appropriate terms and analogies for patient understanding. Explain the changes that you have made and why you have made them.
  • Understanding of aspects of verbal communication that patients may find confronting, insulting or ineffective.
  • Identification of effective word and language choice in communication with patients.

 

 1000 words max. Before 4thtutorial session.(2 weeks) 25%
3) Construct a letter to a patient outlining their dental condition and treatment options.
  • Use of appropriate language and tone for written correspondence with patients.
  • Recognition of legal and ethical obligations in written correspondence with patients.

 

 500 words max Before 4thtutorial session(1 week) 20%
4) Write a referral letter to a colleague using the principles demonstrated in this session.
  • Ability to clearly communicate relevant information with a colleague.
  • Ability to appropriately structure a patient referral letter.

 

 500 words max 1 week after 4th tutorial session. 20%
5) Review communication strengths and weaknesses. Explain any personal gains from the course and further aspects you think may be useful to learn in the future.
  • Individual application of concepts gained during the course.
  • Ability to synthesise information into personal communication framework.
  • Identification of opportunities for further professional development.

 

 1000 words max. 1 month after 4th tutorial. 25%

 

 

9. Evaluation plan.

 

Evaluation method. Evaluation Questions addressed. Nature of evaluation. Timing Impact potential
Australian dental board endorsement.
  • Does the course meet national standards of dental education set by the board?
  • Is the course in keeping with recommendations regarding communication and record keeping set by the board?
  • Are there additional requirements for communication education of undergraduate dentists as indicated by dynamic assessment of medico-legal issues arising?

 

 Summative.Qualitative. Before course is delivered.
  • Modification of content to comply with latest regulations/guidelines on consent, record keeping and other communication guidelines.
  • Changes to weighting of topics according to board recommendations.
  • Presentation of most contemporary evidence of ‘best practice’ standards set by ongoing legal challenges and professional reviews.
Review of student assessment 1.
  • What limitations in understanding of communication principles do students have at this stage of learning?
  • What do students wish to gain from the course?

 

 Formative and summative.Primarily qualitative. All results reviewed before session 3.
  •  If common themes of interest/need are identified, there is still time to integrate these into later parts of the course.
  •  For major new themes/interests identified, there is the opportunity to amend the course for the next group.
Marks of assessment tasks 2, 3 and 4.
  • Did students grasp the concepts presented?
  • Were the assessment tasks representative of presented course content?
  • Were tasks and requirements clear?

 

 Summative.Qualitative and quantitative. End of course.
  • Revision of tutorial material if results are poor.
  • Revision of assessment task format if students are submitting projects that diverge from desired content coverage.
Review of student assessment 5.
  • What aspects of the course did the students benefit from the most?
  • What behavioral changes if any has the course imparted?
  • In what areas do students feel the course lacked sufficient content?
  • What adjunct learning opportunities arise from completion of this course?

 

 Summative.Qualitative. End of course.
  • Ensure successful elements of the course are maintained or emphasised further in future years.
  • Recognise areas in which the course may need expansion or refinement to meet learning needs.
  • Identify opportunities to develop continuing education resources to meet demand.
Interpretation of student participation during classes.
  • Are students finding the activities engaging?
  • Are students able to grasp the concepts presented and apply these in practical activities?
  • Are any activities inappropriate/poorly received?

 

 Qualitative Throughout course.
  • Modify content of practical activities and if necessary identify alternative means of encouraging interactivity and student participation.
Student questionnaire administered by impartial third party (librarian). This is to be reviewed by faculty executive and peer review discussion.
  • What are the perceived strengths and weaknesses of my teaching style?
  • What are the perceived strengths and weaknesses of the course?
  • Is the timing, duration and workload of the course appropriate in the view of the students?
 Summative. Primarily qualitative, however some opportunity to qualitatively assess comments section. End of course.
  • Change teaching techniques to accommodate learning preferences in subsequent courses.
  • Address shortfalls in topics and general delivery of the course.
  • Alter the timing, duration and workload of the course if these are deemed inappropriate after student, faculty and peer review.