Analysis of an Objective Structured Clinical Examination Teaching Sesion

The following is a critical reflection of my performance during an objective structured clinical exam (OSCE), as part of my training for the role of Psychological Wellbeing Practitioner (PWP). An OCSE is an assessment technique whereby a student demonstrates their competence under simulated conditions (Fidment 2012). For this OSCE, my competence in undertaking a treatment session with a patient was under examination. The treatment session I undertook involved discussing the patient’s progress with behavioural activation (BA), a cognitive-behavioural intervention used for people experiencing depression (Richards and Whyte 2011).

Effective communication is key to developing and then maintaining relationships at all levels of teaching because the pupils have to be able to understand the messages that are being conveyed.

In this assignment I will be reflecting on a clinical skills formative assessment, to do this I will be using the driscoll’s model of reflection (2007) This model will be used in the essay to show that I have thought critically, relating the theory to practical session I will also be using this model because this is a recognized framework that will assist me in demonstrating how able I am to think and reflect critically on my assessment.

Since Balint’s (1957) seminal work, practitioners and researchers have sought to define new models for patient-practitioner interactions that go beyond the often limiting biomedical model. Various parties have challenged this model, and Patient Centred Interviewing (PCI) has subsequently emerged to incorporate behavioural, psychological, and social aspects in addition to the existing biomedical framework (Engel, 1977). This essay will critically analyse (PCI) focussing on the knowledge, skills, and attitudes required to perform it. It will then reflect on ……….. which are key aspects of my simulated Problem Focused Assessment (PFA) using Rolfe’s (2001) model, which was created from Borton’s (1970) developmental framework. The model consists of three questions; “What?”, “So What?”, and “Now What?” (Table 1). Using this simple model, which is easily adapted to suit most situations, as a framework to explore aspects of my PFA, will enable me to garner new understandings and appreciations (Boud et al, 1985). Concluding with a synthesised discussion of key lessons learned, I will factor in an action plan to aid and monitor my clinical development.

(2.3) Throughout the session I posed and received questions on all parts of the session including the preliminary points. I listened to the entire question and ensuring that I understood before giving a considered answer. Further emphasis was placed on the learners to ask questions by adding the point to the ground rules during the preliminary stage of the session. After giving an answer I further backed up the answer by restating the initial information from the PowerPoint. Prior to advancing a slide a further opportunity was given for the learners to ask questions. Although no further needs were stated within my session I feel that I would have been able to adapt the session as necessary if required

MindTools, n.d. Introduction to Communication Skills. Retrieved July 20, 2014 from http://mindtools.com/CommSkll/CommunicationIntro.htm [Accessed 18 June 2012]

In this report I will explain the purpose and design of the curriculum proposal. I will then review the feedback obtained from the validating panel and the changes made. Professional values will also be explained and the importance they have in the lifelong learning sector. In addition, I will explain how the course will be evaluated providing a summary of how records are currently being used. Finally, I will create an action plan highlighting development needs to the course design.

This video is from Rebekah Fensome, a life coach, offering tips on how to improve communication skills. Her first suggestion is to ask open ended questions. This can be an excellent tip if using it to obtain information or start convention. It may not be the best tip to try if coming from a higher management that is trying to teach or give out information. Fensome’s second tip, is active listening. Listening is extremely important in all forms of communication, and is the only way to have a complete understanding. Next is Cocoon, her third tip. This tip is for improving concentration, therefore allowing for concentration. It is a mental strategy to visualize a “cocoon” around the conversation to help with outside distraction. This is a communication

Good communication is a criterion that sets many students apart in terms of traits. This is useful when building any form of rapport between them and the lecture or tutor. A student that respectfully communicates has also come out as self-motivated and is more likely to get more help from the teacher since their problems are aired out effectively. Students that do not communicate can be misjudged and mistaken for lack of motivation and self-confidence. In addition, students who are good communicators are made, not born (Floyd, 2013).

Teaching and learning in the clinical setting is not a new concept and the teaching of clinical skill to nursing student ranks high on the current agenda of nurse education (Pfeil, 2003). Therefore, has be the duty of teachers to continue to provide ongoing guidance during teaching and learning taking place. According to While (2004), the mentor is required to feel personally and professionally confident when assessing the student’s performance. This allows the development of the students will become better and more effective.

This assignment will critically review the key issues for the preparation of an effective learning environment and appraise the opportunities and challenges experienced when facilitating learning in practice.

I learned that my focus learner isn’t able to communicate as much as I would like him to do, not because he isn’t confident in his answers but because he isn’t confident in his pronunciation. His work shows that he knows what he is doing, but when I check for understanding verbally he second guesses himself or doesn’t finish saying a word in fear that he is saying it wrong. In terms of my teaching practice, I’ve learned that I need to be more patient when waiting for my students to think on their own. Sometimes I want them to understand what is being taught so much that I try to make it easier by hinting at things that may not benefit them in the end because I’m not letting my students think for themselves. Additionally, I learned that a little

I found great value in sharing my research with others. Even more from hearing what others looked into. My group all worked with vocabulary. When brought many different lenses into the discussion, Middle school, special education and high school. This again solidified how important vocabulary is to a successful learner. Moving forward, I personally want to connect with the younger grades to see how we can encourage and scaffold from what they are already doing. I think if we would have had a person who teaches an even higher level course our discussion could have been that much richer.

Effective communication creates a learning environment where students can learn according to their individual needs in a safe and accommodating environment. Think about your early childhood education (or your child’s early education), was it flexible to suit individual learning experiences or were children required to conform to the teacher’s methods of teaching? If you answered the latter, do you think the former would improve the quality of education? Pedagogues’ in all divisions of education should possess proficiency in different levels of communication, whether they are teaching primary or secondary students or university alumni, to be able to address a combination of the various age groups (colleagues, students, parents or

There is a significant difference between my perception of communication at the beginning of this course compared to now. Initially, I was aware communication was an important skill people needed to have, but I wasn’t fully aware of the depth of communication. I never realized there were such a variety of behaviors and characteristics that impacted the ability for people to communicate effectively. Once I started completing the self-assessments my perspective was broaden and I gained helpful insight into my own communication strengths and weaknesses. With each self-assessment I truly felt I was getting to know myself better.