Kolegij
Studiji
Medical Studies in EnglishStudijska godina
1ISVU ID
291190ECTS
1.5
During this course the students shall be familiarized with the basic terms from theory of communication and communication skills. They will gain insight in connecting data from various fields of research, medicine psychology, general psychiatry, pre-clinical sciences and neuroscience, and that relate to the understanding of the origin and development of personality through interactive relationships with other people. This course shall enable student to acquire more easily communication skills, fundamentals of team work, inter-student cooperation and communication on various levels.
Further on, the student shall be introduced to the fundamentals of analytical theories which are significant in the field of communication, such as the attachment theory and attachment schemes, i.e. implicit memories based on early experiences of safety and danger, more pronounced in stressful situations because of the central role of attachment in the regulation of affect. Disorganized attachment holds a central place in many forms of psychopathology. Preservation of self-respect is the best protection against narcissistic vulnerability. The concepts of the real and false self shall also be discussed.
Students shall be prepared for the clinical contact with patient, they will gain skills and knowledge about the listening of patient's (and other people's) narration, about the left hemisphere – the interpreter and the right hemisphere which communicates via facial expression, body language, emotion. Narration requires semantic processing of the left hemisphere to be integrated with the emotional networks of the right hemisphere. The interrelationship between verbal (narrative) and non verbal (emotional) communication shall also be discussed as well as the distortions introduced by defences.
Based on the given data the students shall gain insight into the meaning of specific types of communication and in making hypotheses about how they can affect the other person. The level of understanding in communication shall be increased.
The students shall be introduced to different elements and types of communication essential for a health care provider, such as dysfunctional communication, self-disclosure, communication in crisis, reflection and interpretation, family dynamics and communication with significant others etc.
During the course the students shall learn about the theories about the human psychological development, development of neuroscience and the places of direct implementation of scientific methods and procedures in everyday communication, work with the patients and team/group communication.
This course shall briefly discuss ethics in communication which will be dealt with in more depth in the course Medical ethics.
Evaluation of the achieved level and quality of interpersonal relations in group shall be done at the beginning and the end of the work.
- Wood, J. T. (2009) Interpersonal Communication: Everyday Encounters. Boston: Wadsworth Publishing Company
- Trenholm, S. & Jensen, A. (2007) Interpersonal Communication. New York : Oxford University Press
- Coates, G.T. (2009) Notes on Communication: A few thoughts about the way we interact with the people we meet. Free e-book from www.wanterfall.com
- Reardon, K. (1988) Interpersonalna komunikacija – gdje se misli susreću. Zagreb : Alinea
- Knapp, M.L., Hall, J.A. (2010) Neverbalna komunikacija u ljudskoj interakciji. Jastrebarsko : Naklada Slap
- Šegota I. i sur. (2010) Gluhi i znakovno medicinsko nazivlje. Kako komunicirati s gluhim pacijentom. Zagreb : Medicinska naklada
- Klain E., Gregurek R. i sur. (2007) Grupna psihoterapija za medicinske sestre i tehničare. Zagreb : Medicinska naklada
- Bodiroga-Vukobrat, N., Frančišković, T., Pernar, M. (ur.) (2006) Mobbing. Rijeka : Društvo psihologa PGŽ
- Šendula-Jengić, Vesna (ur.) Unaprjeđenje kvalitete rada u domovima za stare i nemoćne - praktikum za djelatnike. Rab: Psihijatrijska bolnica Rab, 2009.
- Bošković, G., Šendula-Jengić, V. Mental Health as Eudaimonic Well-Being? (Editorial) Psychiatria Danubina, 20 (2008) 4: 452-455.
Attendance of lectures and seminars (minimum 80%).
Evaluation will be performed according to the Legal Act of Evaluation of University of Rijeka and of School of Medicine. Students' performance will be evaluated through entire duration of the course (50% of the evaluation) as well as on the final exam (50% of the evaluation).
Evaluation of student’s work | |||||||
| Course attendance | 5% | Activity/Participation | 10% | Seminar paper | 35% | Experimental work |
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| Written exam | 50% | Oral exam |
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Ishodi učenja
Describe the concepts of communication and communication skills, explain the importance of developing specific communication skills and their role in moderating and the outcome of interpersonal communication throughout history, analyze models of communication processes.
Ishodi učenja
Explain the elements of communication theories, the importance of communication skills in health care, give examples of good or bad communication in the relationship between doctor and patient / user of the service / family member / member of the healthcare team.
Ishodi učenja
Define the concept of meaning in communication, explain its importance in building interpersonal relationships, especially in the context of communication in healthcare with special focus on the doctor-patient relationship.
Ishodi učenja
Explain the role of perception in the context of interpersonal communication at the level of emotions, motivation and cognition, state the processes of interpersonal perception including assessment of the situation, person, interpersonal relationships and interpretation of behavior.
Ishodi učenja
Describe the concepts of personality, development and "self" in the context of the development of an individual's communication skills, analyze the elements of the developmental theory of attachment and their significance for understanding the development of children and adults, explain the specifics of communication with children and adolescents with an emphasis on communication between doctor and patient.
Ishodi učenja
State and explain the role and significance of different cognitive processes for the development of communication skills, explain the importance of interpersonal and intrapersonal communication, explain the concept of emotional competence, explain and demonstrate the differences of personal, social and professional communication competence, explain different ways of processing emotional information (empathy, sympathy, etc.).
Ishodi učenja
Explain the processes in which the doctor consciously, through verbal and non-verbal communication, tries to influence the patient therapeutically, describe communication approaches that can have a negative effect on the therapeutic process, give examples of desirable and undesirable therapeutic communication.
Ishodi učenja
Define the term persuasion, analyze the role of persuasion in achieving desired therapeutic communication/outcomes.
Ishodi učenja
State the possible causes of dysfunctional communication, explain the concept of conflict, state and describe the types and most common causes of conflict, state positive and negative aspects of conflict and explain why they are positive or negative, state and describe typical forms of conflict behavior and conflict resolution styles regarding the level of care for oneself and for others.
Ishodi učenja
Define the terms reflection and interpretation of persuasion as well as their main features, analyze their role in achieving desired therapeutic communication.
Ishodi učenja
Describe and analyze existing approaches to communicating bad news, especially in doctor-patient and doctor-family relationships.
Ishodi učenja
Analyze the elements of health (therapeutic) communication with regard to different diagnostic entities and age groups of patients.
Ishodi učenja
List and describe the basic characteristics of effective communication as key skills within the healthcare team and within the healthcare team - patient - family communication.
Ishodi učenja
Recognize the theoretical and practical context of crisis communication, identify the concepts of crisis communication and related concepts (crisis, emergency situation, disaster, crisis management, strategic communication), recognize the specifics of crisis management and crisis communication in healthcare.
Ishodi učenja
Recognize the characteristics of a crisis situation and apply adequate modalities and methods of communication with regard to specific circumstances and the role of the doctor in the communication process, list and describe the features and methods of informating, taking into account what information individuals or groups should receive, and how to convey it , which vocabulary, etc.
Ishodi učenja
Through student presentations and discussion, to upgrade knowledge about the concept of meaning in communication, its importance in building interpersonal relationships, and especially in the context of communication in healthcare, especially in the doctor-patient relationship.
Ishodi učenja
Through student presentations and discussion, to upgrade knowledge about the role of perception in the context of interpersonal communication at the level of emotions, motivation and cognition, processes of interpersonal perception including assessment of the situation, person, interpersonal relationships and interpretation of behavior.
Ishodi učenja
Through student presentations and discussion, to upgrade knowledge about the role and importance of different cognitive processes for the development of communication skills, the importance of interpersonal and intrapersonal communication, the concept of emotional competence, differences in personal, social and professional communication competence, different ways of processing emotional information (empathy, sympathy, etc.).
Ishodi učenja
Through student presentations and discussion, to upgrade knowledge about the processes in which the doctor consciously, through verbal and non-verbal communication, tries to therapeutically influence the patient, communication approaches that can have a negative effect on the therapeutic process, examples of desirable and undesirable therapeutic communication.
Ishodi učenja
Through student presentations and discussion, to upgrade knowledge about the concept of persuasion and the role of persuasion in achieving desirable therapeutic communication/outcomes.
Ishodi učenja
Through student presentations and discussion, to upgrade knowledge about possible causes of dysfunctional communication, the concept of conflict, types and most common causes of conflict, positive and negative aspects of conflict, typical forms of conflict behavior and conflict resolution styles with regard to the level of care for oneself and others.
Ishodi učenja
Through student presentations and discussion, to upgrade knowledge about existing approaches to communicating bad news, especially in doctor-patient and doctor-family relationships.
Ishodi učenja
Through student presentations and discussion, to upgrade knowledge about the elements of health (therapeutic) communication with regard to different diagnostic entities and age groups of patients.
Ishodi učenja
Through student presentations and discussion, to upgrade knowledge about the basic characteristics of effective communication as key skills within the healthcare team and within the healthcare team - patient - family communication.
Ishodi učenja
Through student presentations and discussion, to upgrade knowledge about the characteristics of a crisis situation and applying adequate modalities and methods of communication with regard to specific circumstances and the role of the doctor in the communication process, the features and methods of informing, taking into account what information individuals or groups should receive, and how to convey it , which vocabulary, etc.
| Akademska godina | |
|---|---|
| 2025/2026 | Download |