{"id":11558,"date":"2020-03-10T15:02:27","date_gmt":"2020-03-10T15:02:27","guid":{"rendered":"https:\/\/www.each.eu\/?page_id=11558"},"modified":"2024-09-27T12:27:22","modified_gmt":"2024-09-27T11:27:22","slug":"pre-conference-courses","status":"publish","type":"page","link":"https:\/\/each.international\/da\/eachevents\/conferences\/icch-2024\/pre-conference-courses\/","title":{"rendered":"Pr\u00e6-konference kurser"},"content":{"rendered":"

Pre-conference courses and workshops<\/h1>\n\n\n\n

V\u00e6rksteder<\/h2>\n\n\n\n

Workshop 1: The art of feedback: engaging learners in feedback conversations for communication development<\/h3>\n\n\n\n

This workshop is for clinical communication educators and those considering taking on this role. Real-time verbal feedback is an important component of experiential clinical communication training. Effective feedback from both peer learners and facilitators increases inclusivity, engagement and knowledge retention, leading towards improved communication and thus patient outcomes. Nevertheless, divergent approaches to managing feedback during the live session result in varied student experiences. This is partially due to the limited research on feedback, most of which describes the feedback as a unidirectional information transmission. Although more recent studies allude to a dynamic co-constructed process to capture the requirements for active learner participation. Using the recently published \u2018Feedback Kidney Model\u2019<\/em> as a framework for our workshop, we will explore how to help learners fully engage in feedback interactions and process feedback to benefit their learning.<\/p>\n\n\n\n

By the end of the workshop, participants will be able to:<\/p>\n\n\n\n

    \n
  1. Appraise their own feedback practices.<\/li>\n\n\n\n
  2. Critique the \u2018Feedback Kidney Model\u2019.<\/li>\n\n\n\n
  3. Adapt the \u2018Feedback Kidney Model\u2019 for use in local contexts.<\/li>\n\n\n\n
  4. Design and facilitate dialogic feedback in clinical communication education more effectively.<\/li>\n<\/ol>\n\n\n\n

    Facilitatorer<\/strong>: Dr Shuangyu Li, Dr Katherine Miles, Dr Abdul-salam Sultan.<\/p>\n\n\n\n

    Date: Tuesday 10 September 0800 \u2013 1145
    Fee: \u00a375 including lunch and refreshments<\/p>\n\n\n\n

    Workshop 2: Comunicacion Centrada en las Personas \u2013 taller ofrecido en Espanol (Relationship-Centered Communication foundational workshop, offered in Spanish)<\/h3>\n\n\n\n

    ACH has offered the foundational Relationship-Centered Communication workshop in different cultures and languages around the world by certified facilitators. We have provided this curriculum in CDMX (Mexico City), San Juan PR, and would like to offer in Spanish for local participants to experience the curriculum in their home language for engaging in a culturally and linguistically congruent manner with patients, students, and colleagues. This workshop provides a critical overview of the fundamental communication skills that support effective, empathic, and equitable communication with patients and colleagues. After reviewing the essential importance of communication, the course teaches the key fundamental skill sets that all who communicate in healthcare can adopt. A substantial portion of workshop time is spent in small groups with facilitated skills practice using participants own cases of everyday communication in their work in healthcare.<\/p>\n\n\n\n

    By the end of the workshop, participants will be able to:<\/p>\n\n\n\n

      \n
    1. Describe the evidence base that supports relationship-centered communication.<\/li>\n\n\n\n
    2. Describe and demonstrate how to build rapport.<\/li>\n\n\n\n
    3. Demonstrate how to elicit a patient\u2019s or colleague\u2019s agenda.<\/li>\n\n\n\n
    4. Demonstrate how to negotiate what can be managed safely in the allocated time.<\/li>\n\n\n\n
    5. Demonstrate how to elicit the patient\u2019s or colleague\u2019s perspective.<\/li>\n\n\n\n
    6. Demonstrate how to respond with empathy.<\/li>\n\n\n\n
    7. Demonstrate communication skills to maximize the patient\u2019s or colleague\u2019s understanding of a collaborative plan.<\/li>\n\n\n\n
    8. Identify 1-2 new communication skills to implement into practice<\/li>\n<\/ol>\n\n\n\n

      Facilitators: <\/strong>ACH<\/p>\n\n\n\n

      Date: Tuesday 10 September 0830 \u2013 1300
      Fee: \u00a375 including lunch and refreshments<\/p>\n\n\n\n

      Workshop 3: The Verona Coding of Emotional Sequences (VR-CoDES). Rapid review of the coding system and reflections emerging from its use in the literature<\/h3>\n\n\n\n

      Since 2003, the \u201cVerona Network on Sequence Analysis,\u201d composed of a number of EACH members coming from eight European countries (Belgium, England, Germany, Italy, the Netherlands, Norway, Scotland, and Switzerland) and from the USA, has met to define how to analyze emotional communication in provider-patient encounters. As a result, a consensus statement <\/em>was published in 2011 in PEC1,2<\/sup> with a description of a new coding scheme, the Verona Coding Definitions of Emotional Sequences (VR-CoDES<\/em>), followed by a conceptual paper, published in PEC in 2017, that explained the theoretical and empirical framework of VR-KODER<\/em>. Since its publication, more than one hundred papers have been published by different research groups, in different healthcare settings.<\/p>\n\n\n\n

      By the end of the workshop, participants will be able to:<\/p>\n\n\n\n

        \n
      1. Present an overview of the\u00a0VR-KODER<\/em>\u00a0system;<\/li>\n\n\n\n
      2. Demonstrate how the coding system works;<\/li>\n\n\n\n
      3. Summarize findings from research applying the VR-CoDES<\/li>\n\n\n\n
      4. Discuss the strengths and limitations of the VR-CoDES coding system<\/li>\n<\/ol>\n\n\n\n

         <\/strong>Facilitators: <\/strong>Lidia Del Piccolo, Arnstein Finset<\/p>\n\n\n\n

        Date: Tuesday 10 September 0800 \u2013 1145
        Fee: \u00a375 including lunch and refreshments<\/p>\n\n\n\n

        Kurser<\/h2>\n\n\n\n

        Udvikling af l\u00e6seplaner i undervisning i kommunikationsevner
        tEACH Pre-Course: A two day course for Health Professional Educators<\/h3>\n\n\n\n

        Monday 9 September \u2013 9am to 5:30pm and
        Tuesday 10 September \u2013 8:30am -12:30pm<\/p>\n\n\n\n

        Maximum number of participants: 18<\/p>\n\n\n\n

        Led by representatives of tEACH, the teaching committee from EACH:  International Association for Communication in Healthcare, this course is directed toward teachers of health professionals (for example medical students, nurses, physiotherapists, doctors) who wish to develop a new curriculum or enhance an existing curriculum. We are aware that different institutions in different countries will have varying resources in terms of available teachers, simulated patients and technology and take this into account in helping you. Course content will address developing curriculum ranging from stand-alone session(s) on a specific communication skill area (for example, basic skills, motivational interviewing, bad news telling, etc) to more comprehensive longitudinal communication curriculum for any level of learners. The course will be highly interactive and participant centered and will enable individual participants to formulate concrete plans for the future.<\/p>\n\n\n\n

        The focus is on how to develop a curriculum suitable to the healthcare setting the participant operates within. The course looks at what to include in the curriculum, and how to deliver and evaluate the curriculum.  The course combines large group interactive sessions presenting theory and concrete steps in developing curricula with small group sessions where participants work on their individual curriculum development needs.<\/p>\n\n\n\n

        As a result of this workshop, participants will be able to:<\/p>\n\n\n\n

          \n
        • anvende p\u00e6dagogisk teori til at designe l\u00e6seplaner for kommunikationsf\u00e6rdigheder<\/li>\n\n\n\n
        • ensure learners master an increasing range of skills and retain them over time.<\/li>\n\n\n\n
        • organisere kerneindholdet i kommunikationspensum skr\u00e6ddersyet til deres elevers behov<\/li>\n\n\n\n
        • v\u00e6lge passende undervisningsmetoder for hver komponent i l\u00e6seplanen<\/li>\n\n\n\n
        • integrere kommunikation med andre kliniske f\u00e6rdigheder og resten af elevernes program<\/li>\n\n\n\n
        • beskrive centrale problemstillinger i evaluering og implementering af kommunikationspensum<\/li>\n<\/ul>\n\n\n\n

          Course facilitators include:<\/p>\n\n\n\n

          Dr. Anne Marie Regan<\/strong> is a practising clinical\/ Neuro psychologist working in clinical practice in varied clinical settings for the last 30 years including Health Service Executive West, & National Disability Authority in Ireland. She an Assistant Scheme Director with the Irish College of General Practitioners GP training programme and has a lead role in overseeing the development of a national curriculum for communication skills teaching in postgraduate GP training.<\/p>\n\n\n\n

          Dr. Claudia Kiessling<\/strong> er uddannet l\u00e6ge med en mastergrad i folkesundhed og har stillingen som formand og professor for uddannelse af personlige og interpersonelle kompetencer i sundhedspleje ved Witten\/Herdecke Universitet, Tyskland. Hun har v\u00e6ret involveret i medicinsk uddannelse siden 1999 og har arbejdet p\u00e5 flere universiteter i Tyskland og Schweiz. Hendes erhvervserfaring omfatter udvikling og implementering af l\u00e6geuddannelser, vurdering, programevaluering og fakultetsudvikling. Undervisningserfaring omfatter klinisk kommunikation, teamwork, refleksion, problembaseret l\u00e6ring og metodologi for videnskabeligt arbejde. Hendes forskningsinteresser er udvikling af vurderingsinstrumenter inden for klinisk kommunikation (SJT'er, pr\u00e6stationsbaseret vurdering) og evaluering af p\u00e6dagogiske interventioner i l\u00e6geuddannelsen. Hun har v\u00e6ret medlem af EACH siden 2006 og tEACH siden 2011.<\/p>\n\n\n\n

          Marcy Rosenbaum<\/strong>, PhD, is Professor of Family Medicine at the University of Iowa Carver College of Medicine in the US.  She is the Past-President of EACH and former co-chair of tEACH, the teaching committee of EACH.  She has conducted research on and taught about clinical communication and medical education for over 30 years and oversees communication skills curriculum for students, residents and practicing clinicians. She has provided faculty development related to communication skills teaching and curriculum all over the world.<\/p>\n\n\n\n

          Fee<\/strong><\/p>\n\n\n\n

          Medlem<\/td>\u00a3315<\/td><\/tr>
          Non Member<\/td>\u00a3355<\/td><\/tr>
          Student<\/td>\u00a3195<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

          Systematic Coding of Observed human Behaviour (SCOBe) in healthcare interaction
          rEACH: A two day course<\/h3>\n\n\n\n

          Monday 9 September \u2013 9am to 5:30pm and
          Tuesday 10 September \u2013 8:30am -12:30pm<\/p>\n\n\n\n

          Maximum number of participants: 18<\/p>\n\n\n\n

          Interactions between healthcare professionals and patients are complex. Obtaining a deep understanding of such interactional dynamics is challenging for healthcare communication researchers. To unpack complex interaction and disentangle specific communication behaviours, Systematic Coding of Observed human Behavior (SCOBe) can be used. Several observer-based coding schemes are available. However, it may seem daunting to decide when observational coding is useful, how to select or adapt the appropriate coding scheme, and how to use it to answer your research questions. This course is developed to help researchers and other professionals in using SCOBe for their research.<\/p>\n\n\n\n

          Kursusm\u00e5l<\/strong><\/p>\n\n\n\n

          The primary focus of the course will be on using systematic coding to analyse communication behaviour in medical interaction. The course will enable participants to:<\/p>\n\n\n\n