paper on communication

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Running Head: NON-VERBAL COMMUNICATIONS 1

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NON-VERBAL COMMUNICATION

Contributor, N. T. (2019, December 23). Communication skills 3: non-verbal communication. Retrieved from https://www.nursingtimes.net/clinical-archive/assessment-skills/communication-skills-3-non-verbal-communication-15-01-2018/

Non-verbal communication is primarily about body language, but other factors such as the layout or decoration of a room, or someone’s clothing or appearance, can also communicate messages. Non-verbal communication can be a supplemental for verbal communication and can reinforce or substitute a spoken message. The non-verbal communication can be different in each situation and each encounter. It is affected by the patient’s sensitivities, how one is regarded and the situation itself. it is very important to facilitate the positive non-verbal interactions in the health care settings. Body language can be crucial as it aids in communication and also helps to decode and react appropriately to other people’s visual and cues. Also, the cultural differences can affect the non-verbal communication as some non-verbal communication can be considered appropriate in some cultures. Thus, it is required to have some knowledge regarding cultural differences and cultural competence.

Liu, Calvo, A., R., Lim, & Renee. (2016, June 7). Improving Medical Students' Awareness of Their Non-Verbal Communication through Automated Non-Verbal Behavior Feedback. Retrieved from https://www.frontiersin.org/articles/10.3389/fict.2016.00011/full

The non-verbal communication of clinicians has an impact on patients’ satisfaction and health outcomes. Yet medical students are not receiving enough training on the appropriate non-verbal behaviors in clinical consultations. Computer vision techniques have been used for detecting different kinds of non-verbal behaviors, and they can be incorporated in educational systems that help medical students to develop communication skills. We describe EQClinic, a system that combines a tele-health platform with automated non-verbal behavior recognition. The system aims to help medical students improve their communication skills through a combination of human and automatically generated feedback. EQClinic provides fully automated calendaring and video conferencing features for doctors or medical students to interview patients. We describe a pilot (18 dyadic interactions) in which standardized patients (SPs) (i.e., someone acting as a real patient) were interviewed by medical students and provided assessments and comments about their performance. After the interview, computer vision and audio processing algorithms were used to recognize students’ non-verbal behaviors known to influence the quality of a medical consultation: including turn taking, speaking ratio, sound volume, sound pitch, smiling, frowning, head leaning, head tilting, nodding, shaking, face-touch gestures and overall body movements. The results showed that students’ awareness of non-verbal communication was enhanced by the feedback information, which was both provided by the SPs and generated by the machines.

Pogosyan, M. (2017, June 29). Non-Verbal Communication Across Cultures. Retrieved from https://www.psychologytoday.com/us/blog/between-cultures/201706/non-verbal-communication-across-cultures

The author here has explained the importance of non-verbal communication in cross cultural through the interview of Psychologist David Matsumoto who is an acclaimed expert on non-verbal behavior, culture and emotion. Non-verbal communication helps us to share our emotions, agreements and disagreements, thus, helping us to communicate our intentions along with verbal language. But there are common challenges of non-verbal communication across the cultures. People can be saying the content they want to communicate, but just not come across correctly, because a lot of what is being communicated is non-verbal. This can lead to intercultural conflict, misunderstandings and ambiguities in communication, despite language fluency. As a species, we have been relying on our non-verbal channels to send and receive messages for considerably longer than the evolution of our languages. Although our cultures commit us to different ways of expressing ourselves without words, we are much more similar than we might think.

Silverman, J., & Kinnersley, P. (2010). Doctors'non-verbal behaviour in consultations: look at the patient before you look at the computer. The British journal of general practice : the journal of the Royal College of General Practitioners, 60(571), 76–78. https://doi.org/10.3399/bjgp10X482293

Non-verbal communication is at its most significant in the medical interview if it contradicts the message from verbal communication. When the two are inconsistent or contradictory, non-verbal messages tend to override verbal messages. This explains why a closed question accompanied by effective non-verbal communication will often lead to an open answer, and why patients do not necessarily believe a reassuring verbal comment if accompanied by contradictory facial expressions and vocal hesitancy. The non-verbal communication is easily overlooked even though the patient’s care is heavily affected. It is also clear that non-verbal communication of HCPs is directly related to the patient’s satisfaction, patient understanding, physician detection of emotional distress, and physician malpractice claim history. The modern day challenges to physician non-verbal communication are the difficulties of increased population and the use of computers. Also, the writer talks about how important it is to implicate non-verbal communication for teaching and the medical education need to incorporate the lessons regarding non-verbal communication into teaching programs.

Vogel, D., Meyer, M., & Harendza, S. (2018). Verbal and non-verbal communication skills including empathy during history taking of undergraduate medical students. BMC medical education, 18(1), 157. https://doi.org/10.1186/s12909-018-1260-9

The aim of the paper was to study how well final year undergraduate medical students use skills of verbal and non-verbal communication during history-taking and whether these aspects of communication correlate with empathy and gender. During a three steps performance assessment simulating the first day of a resident 30 medical final year students took histories of five simulated patients resulting in 150 videos of physician-patient encounters. These videos were analyzed by external rating with a newly developed observation scale for the verbal and non-verbal communication and with the validated CARE-questionnaire for empathy. One-way ANOVA, t-tests and bivariate correlations were used for statistical analyses. As a result, an undergraduate medical student display differentiated communication behavior with respect to verbal and non-verbal aspects of communication and empathy in a performance assessment and special differences could be detected between male and female students. These results suggest that explicit communication training and feedback might be necessary to raise students’ awareness for the different aspects of communication and their interaction