1. Title of the workshop: Assessing Communication Skills for Postgraduate Study: What Works Best? 2. Background

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1 1. Title of the workshop: Assessing Communication Skills for Postgraduate Study: What Works Best? 2. Background Communication in medical disciplines forms the basis of clinical skills of doctor s clinical competence, alongside with clinical knowledge, problem solving and physical examination skills. WHO says the ultimate goal of medical education is to produce the five-star doctor: as a care provider, decision maker, manager, community leader, and communicator. Communication skills is not merely an additional subject in medical education. Without good communication skills, clinical knowledge and other skills can be ineffective. Assessing Communication skill has become a topic of many discussions. Studies have been conducted to find the best method to assess Communications skill. Many instruments have been introduced, yet there are still doubts among medical educators as to which methods and instruments are appropriate for certain situation. The Calgary Cambridge Observation Guide (CCOG) is the instrument that will be introduced in this workshop, because it has a task-oriented structure, skills-based, and describes a consultation process with a logical flow. In addition to CCOG, there are several other communication guidelines that have been used in various countries. The medical profession in the United States use the Essential Communication Skills in the Medical Encounter, adapted from The Kalamazoo Consensus Statement. The Netherlands has developed communication guidelines, known as the MAAS-Global (Maastricht History-taking and Advice Scoring) developed at the University of Maastricht to rate communication skills of medical students at the university. The MAAS-guide has a basic structure that consists of three parts, (1) communication skills for each stage of consultation, (2) communication skills that generally contains a skill that can occur in several stages of consultation or during the consultation process took place, and (3) medical aspects, which are intended to assess the contents of conversation during the consultation and running during the process of history taking, physical examination, diagnosis and ongoing management. At the end of the guide sheets are provided to give feedback. Each guide has its advantages and disadvantages. CCOG has advantages compared to some other communication guidelines. CCOG can be used as a frame of mind and as an instrument of evaluation. Examples of its use are in the OSCE to test communication skills, and in a seminar when participants received feedback on their performance during the consultation process. The Kalamazoo consensus statement is the guide which is relatively short because it only contains seven point rating, but its application as a guide and in the assessment of communication skills is not easy because there are items that are general and not specific to a process of consultation. MAAs Global cursory also quite short because it only has 17 points. But if someone looks meticulously every item has its own criteria, each item can contain 3-4 indicator, so the actual guide also contains a rather large item. Its application is also quite difficult because it uses a Likert scale of 0-6 the potential to have a high degree of subjectivity.

2 3. Objectives By the end of the workshop: 1. Participants will be able to explain the specific skills required to conduct assessment of communication skills. 2. Participants will be able to explain the use of different instruments in assessing communication skills in various clinical cases. 3. Participants will be able to practice assessing communication skills in simulation group, using specific scenario and simulated patient in the form of video recorded consutlation session. 4. Scope of discussion 1. The importance of assessment of communication skills training 2. Relevancies between objectives of the communication skills training and the assessment 3. Assessment of communication skills training (type of assessmentformative/summative-process/content, tools and its reliability and validity, feasibility of the assessment) 4. Resources needed in carrying out the communication skills assessment 5. Activities Time Ice breaking Overview Interactive lecture Coffee break Session Discussion: Preparing the objective of the training and checklist of the assessment tool Simulation and discussion Wrap-up 6. Maximum number of workshop participants To maintain good quality and to ensure that every participant will have sufficient time and opportunity for practice, it is advisable that number of participants should not exceed 25 persons. 7. Reading materials. 1. Kurtz S, Silverman J, Draper J. Teaching and learning communication skills in medicine. 2 nd ed. Oxon: Radcliffe Publishing Ltd; * 2. Kurtz S, Silverman J, Draper J. Skills for communicating with patients. 2 nd ed. Oxon: Radcliffe Publishing; 2005.

3 3. Setyonugroho W, et al. Reliability and validity of OSCE checklists used to assess the communication skills of undergraduate medical students: A systematic review. Patient Educ Couns (2015), 8. List of workshop facilitators Speaker 1: Prof. Dr. Endang S. Basuki, M.D, MPH Speaker 2: Dr. dr. Herqutanto MPH, MARS Speaker 3: Dr. dr. Dhanasari Vidiawati Trisna, MSc CM-FM 9. Specific requirements 1) Round table seating arrangement 2) Laptop and LCD 3) Sticky notes 4) At least 2 microphones 5) Active speakers 6) Screen 10. Short description (summary) of the workshop This workshop will discuss the assessment of communication skills teaching, both for undergraduates and graduates medical students, and is intended for medical staffs who work in MRU, MEU or in charge of communication module. At the end of the workshop, the participants will be able to: (1) explain the importance of assessment of communication skills teaching and how to assess it; (2) recognise several check list to assess communication skills teaching; (3) conducting assessment of communication skills using check list in a simulation condition.

4 CURRICULUM VITAE Speaker 1: Prof. Dr. Endang S. Basuki, M.D, MPH is a Lecturer at Faculty of Medicine University of Indonesia, Department of Community Medicine, Sub Department Health Administration since She is also a Member of Communication Division, Department of Medical Education, Faculty of Medicine University of Indonesia, and Member of Dewan Pakar Yayasan Jantung Indonesia. She is the pioneer of Communication Skill Education and Training, as well as research in the area of interpersonal communication in Indonesia. She finished her master degree program at UC Berkeley, and her doctorate program at University of Indonesia. She also attended Training on National Communication Skills Teaching Course, a Four Day Residential Course for Undergraduate & Postgraduate Communication at Madingley Hall, Cambridge.UK. April, Since1996 to now she has been giving lectures, seminars, TOTs and workshops on Communication in Medical Care for several audiences such as students of medical faculty in several universities in Indonesia, residents of Pulmonology, Surgery, Nutrition, Occupational Medicine, Medical Education, Obstetry-Gynaecology in several medical faculties in Indonesia, medical teachers of several medical faculties in Indonesia, medical staffs in several hospitals in Indonesia, staffs of Provincial/District Health Offices in several provinces in Indonesia, and in Annual meeting of PEDI, PERKENI, PAPDI, PERSADIA, PERDOSKI, PERDOKI, PERDATIN, etc. Speaker 2: Dr. dr. Herqutanto MPH, MARS finished medical school at FMUI in 1995 and a year later joined the Department of Community Medicine. In 2000, he finished Master of Public Health at University of Sydney, then followed by Master of Hospital Administration from FKM UI in In 2007 he decided to conduct a research to find an effective model of Doctor Patient Communication training. Since then he has been involved in many activities and trainings in that area of knowlede and skill. The research resulted in doctorate degree in Area of interest includes doctor patient relationship and communication, specific skill in communication, health education and health promotion, and cross cultural communication. Other areas of interests include healthcare management, human resource development, and equity in healthcare. These areas are of interest because lately he is involved in many programs at national level, such as internship program for medical doctors (former member of planning and development team for internship program), Primary Care Physician/DLP. He is currently Head of the Department of Community Medicine FKUI. Speaker 3: Dr. dr. Dhanasari Vidiawati Trisna, MSc CM-FM finished medical school af Faculty of Medicine of Universitas Indonesia (FMUI) in 1990 and joined the Department of Community Medicine of FMUI in Worked Puskesmas Cengkareng while doing

5 assitance of teaching the medical students in field made her interest on developing primary care services. After she held Family Medicine Clinic of FMUI at Kiara, Senen, Central Jakarta for years, she decided to learning more in Family Medicine field. In 2002, she finished Master of Clinical Medicine Family Medicine in Medical School of University of Philippines and joined the team of developing integrated education program for year 2 and year 3 medical schools. She also created the OSCE for community medicine module including communication competences stations as education coordinator in Community Medicine Department. When she took the responsible of Empathy Module Coordinator, she create mini OSCE to assess the first evaluation of communication among first year students. She also developed cultural competence education program for medical students while she took doctoral program. She finished the Doctoral program in Since 1998 she joined the Association of Family Physiicine and actively teachs in many trainings. She also joined national board for develop Primary Care Physician education since He is currently Medical Services, Education and Research Coordinator at Satelit Clinic of Universitas Indonesia.