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Cavanaugh and Konrad have stated, "what people remember most about their healthcare experiences is how information and service was delivered." This assertion, underscores the reasons that health professions education programs must work to enhance affective domain learning.
Cavanaugh JT, Konrad, SC. Fostering the development of effective person-centered healthcare communication skills. Work. 2012; 41(3):293-301.
The researchers and students in the Affective Skills Cluster conduct research in the use of simulation approaches to develop affective skills such as feelings, emotions, and attitudes. The overarching aim of this research is for the learners to develop a sense of humanity and person-centred approach in services, programs, and care provided.
Research Team
Faculty
Adam Dubrowski
Brenda Gamble
Eva Peisachovich
Students
Pamela Mutombo
Beheshta Momand
Brenda Barth
Lead: Pam Mutombo
Team: Beheshta Momand, Andrei Torres, Celeste Adams, Lynda Lawson, Brenda Gamble, Bill Kapralos, Adam Dubrowski
As part of the age-friendly City initiative, it is imperative that the City of Oshawa and the OSCC55+ employ an age‐friendly "lens" when delivering programs and services. To address these needs, the City of Oshawa has partnered with Ontario Tech University to seek a solution to the issue through the Teaching City initiative. Based on the community-based participatory research approach, in collaboration with Ontario Tech University, the City and OSCC55+ develop an Age-Friendly Cultural Competencies training and assessment mechanism - Seniors Cultural Competencies Game (SCCG).
SCCG is organized into six modules adapted from the WHO international age-friendly framework and the Oshawa Age-Friendly Strategy; to provide an extended teaching and learning experience to staff members to build an Age‐Friendly culture. Furthermore, each module follows a competency based education framework, where staff who demonstrate competencies within a specific module can advance through the modules faster. The training is built into an immersive virtual environment (IVE) that couples serious gaming with a gamified educational network (GEN) learning management system. IVE provides an interactive and engaging teaching experience, enabling staff to interact with an older adult in the modules.
Lead: Beheshta Momand
Team: Winnie Sun, Adam Dubrowski
Poor communication in primary care can increase costs - approximately 1.7 billion dollars (Hummert et al., 2001), medication errors, patient injury, delay in treatment, or even death. This is especially critical when junior health care providers communicate with elderly patients. This is because aging is partly responsible for social, emotional, physical, and cognitive changes seen within the elderly population. In many social interactions, young people do not interact frequently with the elderly, thus they may not be aware and attuned to the aging-related changes.
Experiential training (referred to simulation) has been suggested as an effective solution to improve communication between healthcare providers. However, to date, there is no good, theory-based model for training junior health care providers on how to communicate with the elderly. One theoretical framework that can be used to understand and potentially improve communication in the Communication Accommodation Theory (CAT), which emphasizes the minimization of social differences in people’s communication.
The main objective of the proposed study will be to test the appropriateness of CAT to structure a communications training strategy to improve the communication skills of junior-nurse-senior in the health care setting via a virtual simulation-based program. Once built, I will focus on user-based testing of acceptability, feasibility, and efficacy of this training.
Publication:
Momand B, Dubrowski A (December 23, 2020) Addressing Social Context in Health Provider and Senior Communication Training: What Can We Learn From Communication Accommodation Theory?. Cureus 12(12): e12247. doi:10.7759/cureus.12247
Lead: Brenda Barth
Team: Eva Peisachovich, Adam Dubrowski
Simulation-training methodology is a representation of a real-life scenario used to facilitate learning through practice, feedback, and self-reflection. It is a technique, rather than just a technology which promotes knowledge acquisition and retention, decision-making, problem solving, increased self-confidence; collaboration, psychomotor skills, and provides a safe learning environment .
Typically, simulation learning consists of three components: pre-briefing, enactment of the clinical scenario, and a debriefing. All three components work in unison to create an active learning experience for students. However, it is postulated that the debriefing component is the cornerstone of simulation learning. Debriefing allows learners to analyze and synthesize their thoughts and provide the opportunity for introspection.
Through the utilization of Simulated Person Methodology and effective debriefing, learners will have the opportunity for self-reflection and the development of cultural humility. The Promoting Excellence and Reflective Learning in Simulation (PEARLS) framework is a blended debriefing approach which merges a number of debriefing strategies to meet the needs of the learner and learning context. The PEARLS framework combines three common educational strategies in debriefing: 1)learner self-assessment; 2) facilitating focused discussion; and 3) providing information - feedback and/or teaching.
“In a world where power imbalances exist, cultural humility is a process of openness, self-awareness, being egoless, and incorporating self-reflection and critique after willingly interacting with diverse individuals”.
2021 IEEE COMPSAC
Graduate students can take three courses through this cluster, all of which are focussed on the role of simulation and cultural humility and communications: