Communication Skills Week 3 (Pt 1) PDF

Overview of Diversity Issues in Clinical Communication  acknowledgement Of patients backgrounds Age Family Ethnicity Economical status Cultural Learning disabilities We will be discussing families are dynamic groups and clinicians would benefit from learning about th...

Overview of Diversity Issues in Clinical Communication  acknowledgement Of patients backgrounds Age Family Ethnicity Economical status Cultural Learning disabilities We will be discussing families are dynamic groups and clinicians would benefit from learning about the functions of a family, social roles, gender issues and sensitive matters. that children should be approached differently from adults. For example, information and treatment stages need to be explained simply while clinicians should establish a good rapport with children in order to improve children’s understanding and adherence to treatment. studies show that professionals may not pay as much attention as necessary to patients’ specific health problems or concerns Two issues that are often difficult for clinicians End of life issues Mental health matters Reality is often more complicated a clinician may be faced with a case that combines multiple components of diversity, such as treating a child born in the UK to a migrant family from Ethiopia who do not embrace modern medicine and believe in the act of the ‘evil eye’.  Diversity Issues in Clinical Communication health was a state of well‐being and a human right, and social factors that led to health inequalities needed to be tackled, with more emphasis given to primary care worldwide The book Tomorrow’s Doctors requested that students are asked to respect patients and colleagues without prejudice to diversity of background Tomorrow’s Doctors concentrated more on diversity issues and communication skills and probably gave the most specific directions  ‘cultural competence’, Diversity teaching was mainly referred to in literature in terms of ‘cultural competence’, which had various interpretations.. In the USA, Betancourt (2003) referred to it as ‘training and corporate development on how to better manage diversity in the work place’.) identified that cultural competence had grown out of multicultural training in nursing education The concept of ‘othering’ is described effectively by Taylor (2003), who suggested that medical professionals often only perceive culture to be a descriptor of patients’ experiences and ignore the fact that medical knowledge has a culture as well, one that may impact on behaviour and care.  The Association of American Medical Colleges (AAMC) (2005) published guidance on definition of cultural competence with a ‘Tool for Assessing Cultural Competence Training’. There were five domains and under each domain, knowledge, skills and attitudes were identified. demonstrate an ability to reflect on your own cultural beliefs and practices; demonstrate strategies for addressing stereotyping recognise and manage the impact of bias, class and power on the clinical encounter.  cultural sensibility framework focuses on students’ understanding that culture is a complex compilation of numerous influences and emphasises developing students’ understanding of how culture, in turn, influences interactions and knowledge.  Current practice 3 main objectives have been addressed enhancing cross‐cultural patient doctor encounters; eliminating health inequalities improving health outcomes of the marginalised. it is important to consider how to define the term ‘culture’, Culture is a socially transmitted pattern of shared meanings by which people communicate, perpetuate and develop knowledge and attitudes about life. An individual’s cultural identity may be based on heritage as well as individual circumstances and personal choice and is a dynamic entity.  it is important for clinicians to not only understand the complexity of these and the impact of multiple social statuses but also that they should be encouraged to reflect on their own intersectional identities, which may be similar or different to patients.. Recognising the complexities and common identities might challenge the reductionist approach that can lead to ‘othering’. Sears suggests that it is important to explore issues of intersectionality in a patientcentred interviewing model with the caveat that models can lead to premature assumptions. consider the similarities between diversity and clinical communication and then consider each in order to help integration: no one discipline or profession owns it ; requires reflection that is ongoing and integral to practice ; requires an awareness of own limitations; aided by openness and practice; requires congruence between ‘what is said’ and ‘how it is said those that most need the teaching often don’t recognise the need; impact on outcomes is hard to measure a tendency to teach both in abstract and reduce to checklist. First, communication teachers need to consider that their own views on diversity are likely to be communicated to students through their teaching.. For example, if the majority of case studies do not integrate diversity aspects but there are one or two cases that focus on diversity, the students may pick up that diversity only appears when there is obvious visible difference or a language barrier.. If cases with communication difficulties usually have non‐Western‐sounding names, students may come to associate diversity issues with ‘foreigners’.  15 hours contact time across a medical undergraduate course with an additional 15 hours independent learning. The 15 hours of contact time should include dedicated small group work in which students can explore their views and how to manage the challenges they may face when working with perspectives very different from their own.  A challenge for clinical communication has been that while students can be taught the mechanisms of good practice, they cannot be given exact answers about how to integrate these mechanisms in a way that is congruent with them as individuals.. This is important so that patients receive a genuine experience when communicating, as opposed to a technically correct performance devoid of congruity, warmth or humanity. There is clearly a place for integration of many aspects of diversity and communication skills, and it is perhaps surprising that there are few teachers with responsibility for both.