A study of initial communication and therapeutic skills training for first-year occupational therapy students

Sarah Maris-Shaw, Senior Lecturer Department of Allied Health Sciences, Faculty of Health & Social Care

Introduction Communication skills are fundamental to the development of the therapeutic relationship. Higher Education has been encouraged to reduce face to face tutor contact time and increase independent learning. This skills session has been reduced from 1 day to 4 hours.

Objectives To evaluate students’ learning and perceived confidence in forming therapeutic relationships. To promote applicability in practice and life long independent learning.

Methods • Demographics were collected in a pre-session questionnaire • Knowledge was assessed using multiple choice questions (MCQ) in

both pre and post session questionnaires • Perceived confidence scores were collected using a self rated scale in

both pre and post session questionnaires • Qualitative data was collected using open ended questions in the

post–session questionnaire

Results Percentage of correct responses for MCQ according to demographic distribution Male

(n=6) Female (n=45)

White British (n=38)

Black & Minority Ethnic (n=13)

Previous training

experience (n=12)

No previous training

experience (n=38)

Previous work

experience (n=44)

No previous work

experience (n=7)

Before session

70% 67% 70% 58% 70% 68% 75% 71%

After session

97% 93% 94% 92% 98% 94% 93% 94%

-10

-5

0

5

10

15

20

25

Paralinguisticfeatures

Proximity Eye contact Listeningskills

Maintainingprofessionalboundaries

% c

hang

e be

twee

n pr

e an

d po

st s

essi

on

Mean self-rating scores: perceived confidence in forming therapeutic relationships in relation to

specified areas

Discussion & recommendations • Qualitative data demonstrated students valued the interactive nature of the skills session, listening and learning from their peers [1] • The sessions were effective in terms of increasing academic knowledge and perceived confidence. • It increased students desire to be more self aware and pursue this through reading, research and reflective diaries [2] • Cognitive dissonance needs to be considered when increasing students’ self-awareness in certain areas e.g. maintaining professional boundaries. • Active teaching strategies such as small group exercises and discussion are desired by students. • Training needs to be unambiguous, student focussed, practice orientated and embedded in future teaching and practice placements [3]

References [1] Carvalho IP, Pais VG, Almeida SS, Ribeiro-Silva R, Figueiredo-Braga M, Teles A, Castro-Vale I, Mota-Cardoso R (2011) Learning clinical communication skills: Outcomes of a program for professional practitioners. Patient Education and Counseling 84: 84–89 [2] Tiuraniemi J , Laara R, Kyro T, Lindeman S (2011) Medical and psychology students’ self-assessed communication skills: A pilot study Patient Education and Counseling 83: 152–157 [3] Parry R (2008) Are interventions to enhance communication performance in allied health professionals effective, and how should they be delivered? Direct and indirect evidence. Patient Education and Counseling 73:186-195