These models were used during the workshop. The lectures also helped them understand the different type of models used for teaching and learning communication skills which they could research and implement on their own in the future.
The merits of self-directed learning were discussed previously in this article. Understanding the logical connection between various skills and how they can be integrated in different parts of the consultation can both enhance learning and enable the skills to be used more constructively in the interview.
This is a separate research subject that should be looked at in the future. In between the two sessions, the participants were asked to complete a learning contract, giving them the examples and references of the learning contract forms and handouts.
Each topic was followed by group discussion. This was investigated during the workshop using a video recorded interview with a patient. It is thought that it is important to have awareness on what communication skills entails, as it is an essential part of knowledge implementation.
The first videotape session was performed and Knowles principles guideline on how to teach learners who tend to be independent and self-directed. As this workshop was designed for GPs in Oman, it was focused on learning the foundations of experiential learning, which was covered by the trainees bringing their own-recorded interviews.
It is important to realize that knowledge of the fundamentals of communication skill and the integral relationships between the various communication skills is also extremely important. The main focus of day 3 was to allow the trainees to choose the problem they preferred to discuss, which may be the difficulties with patients that they most encounter.
This also helped them build their own learning contract and making tier their own goals. The first part of day 2 implemented the role-play technique where the instructor acted as a patient. These principles were followed during the workshop through the lectures on communication skills and group discussions.
The learning contract is an important tool for adult learning, as they need to develop a criteria by which they can judge their own performance and it is a form of self-directed learning. More detail about these modules is given in appendix 1 Workshop Design The workshop implemented self-directed learning and experiential learning through videotape and role-play methods and the didactic methods through the introduction of lectures about the different models of communication skills.
A short session is dedicated to this due to its importance as it supplements the need for performing a doctor-patient interview while being assessed, which can be uncomfortable. This gave the trainees a chance to express themselves and interact with the other trainees.
This can also be enhanced through creating supporting climate where learners collaborate rather than compete. This method is more in tune with the nature of processes of psychological development.
Nevertheless, the approach is easy to understand and implement.
The contract was also intended to be used for later correspondence with the trainees. The role-play method was chosen because it is inexpensive and each trainee had the opportunity to be a doctor and a patient.
A further improvement can be achieved by developing appropriate experiential material, like videotapes brought by the learners themselves of their interaction with patients. Therefore, it can be used either in teaching or learning by setting-out the goals and using the learning contract for the trainer or the trainee.
In the AC stage, the learner learns by thinking and analyzing the interview from the videotape and in AE, learning takes an active form, and the learner learns by doing it either in-group discussion or in a role play.
During the second session, problem-based learning was discussed in more details in the previous sections — was implemented.The theories, principles and models in education and training Principles of assessment in lifelong learning Understand theories, principles.
Dec 25, · An Application of Educational Theories and Principles of Teaching and Learning Communication Skills for General Practitioners in Oman Ahmed Al-Wahaibi 1, * and Abdulaziz Almahrezi 2 1 Department of FAMCO, Wadi Kabir Health Center, Muscat, Sultanate of Oman.
The application of theories, principles and models of communication in education and training. Introduction: Communication is a process of exchange of facts, ideas, opinions and a means that individuals or organizations share the.
Oct 03, · 1 Understand the application of theories, principles and models of learning in education and training Analyse theories, principles and models of learning Explain ways in which theories, principles and models of learning can be applied to teaching, learning and assessment.
Diploma in Education & Training: Unit Theories, principles and models in education and training Task A – Research Report. a) Analyse theories, principles, models of learning and models of learning preferences.
Understand the application of theories, principles and models of communication Analyse theories, principles and models of communication. in education and training. Explain ways in which theories, principles and models of communication can be applied to teaching, learning and assessment.Download