Seybold Report ISSN: 1533-9211
Saheb Ali H Niragudi
Department of Studies in Education, Vijayanagar Sri Krishnadevaraya University, Ballari, Karnataka, Email: drsahebali2013@gmail.com
S. Moorthi
Department of English, Sree Sevugan Annamalai College, Affiliated to Alagappa University, Devakottai. Tamil Nadu, Email: moorthisukumar@gmail.com
Ekta Rana
Faculty of Humanities and Social Sciences, St.Theresa International College, Thailand.
Email: ranaekta.jammu@gmail.com
Pushpraj Singh
Department of English, School of Languages, Literature and Society, Jaipur National University, Jaipur, Email: pushprajsingh.dumka@gmail.com
D. Solomon Paul Raj
Department of English, Faculty of Arts, Science, Commerce and Management, Karpagam Academy of Higher Education, Coimbatore, Tamil Nadu, Email: solomon.david@kahedu.edu.in
Mary Binu T.D
Department of English, Don Bosco College, TC Palya, Bengaluru, Karnataka
Email: mbinu58@gmail.com
Vol 17, No 10 ( 2022 ) | Licensing: CC 4.0 | Pg no:2126-2133 | Published on: 28-10-2022
Abstract
The education of doctors must include strong communication abilities. Better compliance, better health outcomes, less litigation, and increased satisfaction for both doctors and patients are all results of effective doctor-patient communication. In many nations, the development of communication and interpersonal skills is acknowledged and documented as a key competency for medical education. The need for formal training in this area has frequently been emphasised since Indian medical graduates frequently lack basic communication skills due to a lack of proper training. The study's aims and objectives included assessing basic communication abilities, determining changes in these abilities (before and after training), and teaching undergraduate medical students about communication skills using a variety of teaching and learning techniques.
The most effective way to learn communication skills is longitudinally, with lots of practise in real situations. The learning process begins with behaviour confrontation, which should be accompanied by insightful feedback gained through direct observation. When employed properly, a set of (acquired) communication skills can be used in versatile, goal-oriented therapeutic communication with a variety of purposes. The evaluation of communication abilities should adhere to a contemporary assessment methodology where the learning function of assessment is prioritised. Individual assessments emphasise providing feedback to encourage continued learning and growth. Decisions regarding progression may be made using the resulting rich knowledge, typically in a group or committee setting.
Keywords:
Individual evaluations, interpersonal skills, and communication skills.