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Introduction: Age-related demographic change is not being matched by a growth in relevant undergraduate medical education, in particular communication skills pertinent to elderly patients. To address this, a workshop for medical students focusing on important communication skills techniques for interacting with patients with dementia was designed by clinicians from the Geriatric, General Practice and Psychiatry departments at the University of Oxford.
Methods: One hundred and forty-four first-year clinical students (Year 4 of the 6-year course; Year 2 of the 4-year graduate-entry course) attended the teaching. One hundred and twenty-nine students returned feedback forms with 104 forms matched for individual performance before and after the session. Feedback forms assessed student-perceived confidence in communicating with patients with dementia before and after the session using a 4-point Likert scale with corresponding numerical value (low (1), medium (2), high (3), very high (4)).
Results: Using the Wilcoxon Signed-Rank Test on the 104 matched forms, student-perceived confidence was higher post-teaching intervention (median = 2.75) than pre-intervention (median = 1.50). This difference was statistically significant with large effect size, Z = -8.47, P < 0.001, r = -0.59. Free-text comments focused on non-verbal communication skills teaching, suggesting that these sessions were most beneficial for topics hardest to teach in lecture-based approaches.
Conclusion: The teaching aimed to promote patient-centred care and multidisciplinary collaborative practice, encourage student self-reflection and peer-assisted education and provide insight into the needs of patients with dementia. Student feedback indicated that these objectives had been met. This easily replicable teaching method provides a simple means of improving communication skills.
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http://dx.doi.org/10.1093/ageing/afv100 | DOI Listing |
Introduction: Latina, Latino, Latinx, Latine, Hispanic, or of Spanish origin+ (LHS+) women face higher cervical cancer risks, incidence, and mortality compared to non-Hispanic White women. These disparities are attributable to socioeconomic factors, limited access to health care, language and cultural barriers, and negative health care experiences.
Methods: We used the Kern model to design, implement, and evaluate a workshop to educate medical students and health care professionals on cervical cancer disparities among LHS+ women and culturally competent communication skills.
BMC Psychol
December 2024
Institute of Business Sciences, University of Tsukuba, Tokyo, 112-0012, Japan.
Background: This study examined how university students' social media use is related to their mental health (subjective well-being [SWB] and loneliness) and perceived physical health. A cognitive bias model and a social network mediation model were used to compare social capital formed via face-to-face and online communication, considering the effects of personality traits (i.e.
View Article and Find Full Text PDFBull Menninger Clin
December 2024
Department of Biostatistics, School of Medicine, Pamukkale University, Denizli, Turkey.
The term "phubbing" is a combination of the words "phone" and "snubbing" and is explained as preferring the virtual environment to real communication by engaging with a smartphone during social interaction. Our study included 191 children aged 3-6 attending preschool education. The parents of the children were contacted via an online survey to provide information about their sociodemographic, general phubbing, digital game addiction tendencies, and social skills scale scores.
View Article and Find Full Text PDFCureus
November 2024
Biostatistics, The Oxford Center, Brighton, USA.
Severe traumatic brain injury (TBI) poses significant public health challenges, but treatments like neurofeedback and hyperbaric oxygen therapy (HBOT) show promise in aiding recovery. Neurofeedback enhances brain healing through operant conditioning, while HBOT increases cerebral oxygenation, supporting cognitive recovery. A 33-year-old woman, after suffering a severe TBI in 2018 and a long rehabilitation, began HBOT and neurofeedback in late 2021.
View Article and Find Full Text PDFCureus
November 2024
Department of Speech-Language Pathology and Audiology, Faculty of Rehabilitation, Kawasaki University of Medical Welfare, Kurashiki, JPN.
Dysgraphia often goes unnoticed in schools, leading to delayed academic development and diminished self-esteem for affected students. This case report provides keyboarding instruction to a nine-year-old Japanese boy diagnosed with dysgraphia and observes its impact on his writing performance, including speed, accuracy, and composition, and mental burden. The patient was diagnosed with dysgraphia and refusal to write at school.
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