Abstract
In this poster presentation we will report medical student’s (TW, LS) and supervisor’s (JM) perspectives of a clinical education innovation. Clinical communication education typically involves students and actors role-playing simulated clinical scenarios followed by reflexive feedback sessions. Opportunities to strengthen students’ communication skills may lie in teaching analysis of communication within ‘naturally-occurring’ clinical consultations.
This educational project involved undergraduate medical students drawing on conversation analysis (CA) to analyse video-recorded data of counselling interactions between mental health practitioners, educational practitioners and young people experiencing borderline personality disorder symptoms (BPD). The data were collected in 2018-19 as part of a feasibility study of a Brief Education Supported Treatment (BEST intervention) delivered in schools. BEST was designed for young people experiencing symptoms of BPD, involving six face-to-face sessions over eight weeks.
Two students had NHS ethical approval to analyse recordings of BEST intervention sessions over a 3-month period. Students needed to: a) purposively sample extracts of recordings relevant to evaluating the intervention; b) characterise communication patterns within their sample; and c) explore the interactional consequences for successful delivery of the intervention. TW and LS met with JM bi-weekly to discuss progress, learn about CA, present ideas and receive formative feedback. On completion of the project LS, TW and JM participated in a recorded discussion to share their perspectives of the project, focusing on their prior experience of interactional analysis, how the project had strengthened their knowledge and skills, and how they envisaged using the learning to improve their clinical communication in future practice.
This educational project involved undergraduate medical students drawing on conversation analysis (CA) to analyse video-recorded data of counselling interactions between mental health practitioners, educational practitioners and young people experiencing borderline personality disorder symptoms (BPD). The data were collected in 2018-19 as part of a feasibility study of a Brief Education Supported Treatment (BEST intervention) delivered in schools. BEST was designed for young people experiencing symptoms of BPD, involving six face-to-face sessions over eight weeks.
Two students had NHS ethical approval to analyse recordings of BEST intervention sessions over a 3-month period. Students needed to: a) purposively sample extracts of recordings relevant to evaluating the intervention; b) characterise communication patterns within their sample; and c) explore the interactional consequences for successful delivery of the intervention. TW and LS met with JM bi-weekly to discuss progress, learn about CA, present ideas and receive formative feedback. On completion of the project LS, TW and JM participated in a recorded discussion to share their perspectives of the project, focusing on their prior experience of interactional analysis, how the project had strengthened their knowledge and skills, and how they envisaged using the learning to improve their clinical communication in future practice.
| Original language | English |
|---|---|
| Publication status | Published - 24 Mar 2023 |
| Event | UK Conference for Clinical Communication in Undergraduate Medical Education - Manchester, United Kingdom Duration: 23 Mar 2023 → 24 Mar 2023 |
Conference
| Conference | UK Conference for Clinical Communication in Undergraduate Medical Education |
|---|---|
| Country/Territory | United Kingdom |
| City | Manchester |
| Period | 23/03/2023 → 24/03/2023 |
