1. Tips, Techniques & Lessons Learned Division of Health Care Communication - 2008 Facilitator Training

2.  Workshop Objectives  Workshop Introduction  What the Past Facilitators say…  Small Groups and Role Plays  Talk to Your Doc Q&A game  FAQ’s  Logistics  Workshop Sign-up  Summary Division of Health Care Communication - 2008

3. This is a “how to” workshop on:  Sharing thoughts and opinions with your doctor  Talking about sensitive and embarrassing issues  Taking an active role in making decisions about your own health  Confidentiality between you and your doctor, and how it works  Establish and maintain and independent relationship with your doctor Division of Health Care Communication

4.  Break the Ice – Build Rapport  Lay out clear objectives  State the importance of what you are there to talk to them about  Be explicit about confidentiality  Opening Skit - Facilitators role play the challenges in doctor-patient communication One student said: “Have more structure at the front end of the workshop. What are the objectives – ‘what’s the point?’ – rather than expecting the students to come up with what they want to do. This will provide focus, and avoid putting students on the spot.” Division of Health Care Communication - 2008

5. Division of Health Care Communication

6. RESPONSIBILITY FOR ACTION It is very important that the students understand that the responsibility for communicating their needs and health problems is in their hands. CONFIDENTIALITY Division of Health Care Communication The law and ethical imperatives When to expect confidentiality Not all doctors follow these guidelines Aks about confidentiality

7. P repare/present A sk C heck your understanding E xpress yourself Division of Health Care Communication - 2008

8. Comments about role plays from high school students and teachers: “Role plays treat it as a 2-way learning experience. Students teach the med students what it is really like to interview an adolescent. The more realistic high school students are the more the med students will learn.” ~ High school teacher “Reverse the roles so that the high school students can understand the doctor’s frustration when they don’t understand the patient.” ~ High school student Division of Health Care Communication - 2008

9.  Where do you find a doctor?  What the doctor expects.  What to consider once you’ve found a doctor.  Booking an appointment vs. walk-in clinics.  What does a visit entail? (checking in; issues of paying; care card) Division of Health Care Communication

10.  Make 2 teams  2 minutes for each team to come up with 5 questions for the other team e.g. Communication skills, things you can talk to your doctor about, confidentiality… Division of Health Care Communication  Let the students answer… (but give hints to your team to encourage them)  Include quiet students

11. ▪ STDs and contraception ▪ How to find a good doctor ▪ What doctors think of their patients ▪ Walk-in Clinics ▪ Medical school ▪ …etc. Division of Health Care Communication - 2008

12. Time Room set up Randomize to get a mix of students and avoid students ‘hiding behind’ their friends.  But... consider unisex groups... Division of Health Care Communication - 2008

13. Give each student a chance to role play the “patient” Do a scenario for each P.A.C.E skill Information on how to find a doctor Discuss confidentiality Talk about embarrassing topics Leave time for evaluations

14. Division of Health Care Communication Group 1 - Confidentiality Group 2 - Discussing embarrassing topics Group 3 - How to find a doctor