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admin | Category: Improving Erections | 20.09.2014
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Good communication between dentists and their patients is necessary for the delivery of quality care. Provide a benchmark of appropriate professional communication strategies in specific settings.
Vary communication strategies to accommodate patients from culturally diverse backgrounds and anxious patients. Recognise legal and ethical obligations with respect to record keeping and informed consent. The curriculum outlined will be presented in an on-campus lecture setting with integration of class activities to reinforce important concepts and practice skills.
Students will receive key information in a lecture format and will be expected to attend all four sessions.
Listen to introduction and structure of course including methods of feedback and assessment.
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. 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. Understand aspects of verbal communication that patients may find confronting, insulting or ineffective.
Recognise practical opportunities to accommodate cultural sensitivities and anxious patients.
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.
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.
Create a written script for a verbal explanation of a root canal treatment using poor or confronting language.
Establish the language and tone that should be used in written correspondence with patients.
Listen to presentation of legal requirements for record keeping and the regulatory basis for this.
Make a checklist of the ethical and legal obligations that should be considered in structuring written correspondence.
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. Set task of constructing a letter to a patient outlining findings of their examination and some treatment options. Construct a letter to a patient outlining findings of their examination and treatment options. Write a referral letter to a colleague using the concepts demonstrated in the tutorial session. Provide evidence of poor outcomes associated with inappropriate communication with colleagues. 2) Write a script for a verbal explanation of a root canal treatment using poor or confronting language. Understanding of aspects of verbal communication that patients may find confronting, insulting or ineffective. 4) Write a referral letter to a colleague using the principles demonstrated in this session. 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? Presentation of most contemporary evidence of ‘best practice’ standards set by ongoing legal challenges and professional reviews. What limitations in understanding of communication principles do students have at this stage of learning?
Revision of assessment task format if students are submitting projects that diverge from desired content coverage.
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.
Modify content of practical activities and if necessary identify alternative means of encouraging interactivity and student participation. Is the timing, duration and workload of the course appropriate in the view of the students? Alter the timing, duration and workload of the course if these are deemed inappropriate after student, faculty and peer review. The use of a clonazepam ‘lozenge’ protocol for the treatment of burning mouth syndrome: a retrospective study.
Multiple choice questions as an assessment tool: history, rationale and a possible alternative for comparison.
Leaders who know what kind of power they need to use and use it appropriately, tend to also be skilled in conflict situations, where differences need to be turned into creativity and greater teamwork.
Determine the source(s) of a conflict and develop an effective strategy for addressing it in a way that honors both the operational and the human factors. Describe a conflict ‘trigger’ in a way that is ‘clean’ of interpretation or ‘spin’, thus reducing defensiveness and attack. Know when (and how) to express your emotions and when to describe them, both essential for good relationships at work and at home.
Discover what another person means by what they say and find out what their intentions are.


Understand your ‘default’ conflict-resolution style and its strengths and weaknesses—developing greater awareness and flexibility in responding to situations.
Distinguish between ‘Pinches’ and ‘Crunches’ and know what to do to keep a relationship ‘true’ and clean of old ‘baggage’.
Facilitate a structured conversation designed to increase trust and make the interactions between individuals and groups more productive.
Figure out how another person prefers to communicate (or approaches conflict) and take a path more likely to lead to greater understanding and a positive outcome. Give—and receive—good, clean feedback, making performance reviews more powerful, real, and productive. By the last Module you will have carried out your own change initiative in your Center and will be ready to make a presentation re how it went and what you learned.
In this, the final Module, we will be teaching and learning from looking closely at what worked, didn’t work, and what would you do next time, applying the principles you were exposed to during the course. Individuals summarize in a written report what they learned in the course and the value to their organization (with ‘hard’ data wherever possible).
If you interesting in "Communication Skills" powerpoint themes, you can download to use this powerpoint template for your own presentation template.
The PPT is of course accompanied with case studies, templates, hypothetical scenarios, videos, and group activities. 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 will then progress through 3 other modules that build upon prior knowledge and skills and apply them in specific professional contexts. These techniques include evidence appraisal, didactic teaching, role-play, brainstorming, simulations and small group activities.
During these sessions, students will be presented with an opportunity to hear, see and demonstrate the communication concepts being taught. Explain any personal gains from the course and further aspects you think may be useful to learn in the future. This is a rich time for learning and reflecting on what it takes to be an effective leader in an effective organization.
For viewing only, you can play with our flash based presentation viewer instead of downloading the ppt file. Students of varying innate communication capability benefit from formal education in this field. Each session will require students to interact with content and other students through brainstorming sessions, role-playing excercises and group activities.
Include any voice tone and body language considerations including patient positioning.Explain the changes that you have made and why you have made them. An understanding of professional communication requirements is an important part of professional identity formation and is designed to enhance patient-practitioner relationships.
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. 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.




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