The document summarizes a workshop on medical education technologies focusing on the ATCOM module for teaching attitudes and communication skills. It discusses objectives of demonstrating the module's abilities for writing narratives and reflections. It covers topics like what narratives and reflections are, the current education system, and how ATCOM can be incorporated into modern medical education. The workshop demonstrates the hierarchy of learning attitudes from basic awareness to internalization. It also addresses the importance of effective communication, including it being a two-way process, in medical education and practice.

1. RBC WORKSHOP ON MEDICAL EDUCATION TECHNOLOGIES
ATCOM Module – Narratives
& Reflection
Dr Satyajit Saha
MBBS, MD, ACME

2. RBC WORKSHOP ON MEDICAL EDUCATION TECHNOLOGIES
Objectives
• Demonstrate the ability to use the AETCOM module for Basic
Course in MET to be held
• Demonstrate the ability to write reflection & narrative on
AETCOM Module
• Demonstrate readiness to launch AETCOM module in own
college

3. RBC WORKSHOP ON MEDICAL EDUCATION TECHNOLOGIES
What is a Narrative?

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What is Reflection?

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Team Leader
Clinician
Life Long
Learner
Member of
Health Care
Team
Communicator
Professional
KNOWN ROLES
HIDDEN ROLES

6. RBC WORKSHOP ON MEDICAL EDUCATION TECHNOLOGIES
Our Present Education System
KNOWLEDGE SKILL

7. RBC WORKSHOP ON MEDICAL EDUCATION TECHNOLOGIES
Our Present Education System
ATTITUDE

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What the Society needs?
TOPPER of the BATCH
INNOVATIVE & EFFICIENT with regards to PSYCHO MOTOR SKILL
COMPASSIONATE & EMPATHETIC

9. RBC WORKSHOP ON MEDICAL EDUCATION TECHNOLOGIES
Attitude - Definition
A Settled Way of Thinking or Feeling About Something
A Position of The Body Indicating A Particular Mental
State

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Which is easy to measure and compare in
terms of quantity

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How ATCOM becomes a part in Modern
Medicine?
Receiving (hearing):
The student will be
able to show his/her
awareness to the
anxiety of a patient,
who is waiting for an
OT
Responding:
The student will be
able to reassure the
patient with anxiety
of a patient, who is
waiting for an OT
Valuing & Internalization:
The student will be able to
habitually en- comfort the
patient with anxiety; who
is waiting for an OT

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The Hierarchy
Valuing &
Internalization
Responding
Receiving (hearing)

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Communication - Definition
• The Successful Conveying or Sharing of Ideas and Feelings.
• The Imparting or Exchanging of Information by Speaking, Writing, or
Using Some Other Medium.
Communication is the purposeful activity
of information exchange between two or
more participants in order to convey or receive the
intended meanings.

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Did communication take place?
• You sent 1000 SMS of Independence Day Wishes to your dears
• You have posted message on the FACEBOOK regarding the change of
timing of MET
• You circulated a WHATSAPP message regarding rescheduling of your
lecture
• You have told the patient to take drug A twice and drug B thrice a day
• You instructed sister to inject 1ml of adrenaline to patient X

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Do you agree?
• Lecture by teacher is the best communication among teacher and
students
• Duration determines the strength of communication
• Words play the most important role in communication
• Communication can not happen without words
• The best communication relies on the grammar of the sentence
• The best communication relies on the words which are difficult to
speak

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Communication : A two way process

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The Message

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Basic Steps of Communication
• Forming of communicative intent,
• Message composition,
• Message encoding,
• Transmission of signal,
• Reception of signal,
• Message decoding and
• Interpretation of the message by the recipient
• Feedback from the recipient to sender
• Feedback from sender to recipient

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Presently
• Current strategy is inadequate
There is
• Production of highly skilled technicians but not necessarily
true professionals
Hence
• Must strike a balance between explicit teaching and
experiential learning incorporating the values of
professionalism

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Steps for Revitalizing Professionalism
• Importance of faculty development is critical
• System of evaluation needs change
• Professional tone and awareness to be set from the top!
• Strong institutional support is required

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Steps for Revitalizing Professionalism
• Stronger cognitive base to be built
• Experiential learning to be prioritized
• Continuity to be maintained
• Role Modeling & mentorship to be brought back

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What is AT-COM Module?
• Case based module
• Case scenarios with discussion point
• Structured program
• Distributed over all years
• Assessment

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AT itutde and COM munication Module
• NMC – Implement the AT-COM module in all medical
colleges across the country
• Forerunner of the transition to the competency based
medical education program envisaged by NMC

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Learning Modules for Professional Phase 1
• Number of modules 5
• Number of hours 34
• Sessions are interdependent
• Self guided learning
• Interactive discussions
• Closure session with reflection
• Assessment

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ATCOM Module in Phase 1

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Phase 1 : What does it mean to be a doctor?

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Learning Experience
Hours: 8 (6 hours + 2 hours self-directed learning)
i. Exploratory session- 1 hour
ii. Facilitated panel discussion – 2 hours
iii. Self-directed learning - 2 hours
iv. Introductory visit to the hospital – 2 hours
v. Discussion and closure of case - 1 hour

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An exploratory session with the students to
find out
1. Why they chose to become doctors,
2. What do they think are the privileges and the
responsibilities of the profession
3. What do they expect from society and what do
they think society expects from them, and
4. What will they have to do and give up in order to
meet their own and society’s expectations.

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Sharing of Experiences (Panel Discussion )
• A facilitated panel discussion involving doctors who
are at different stages of their careers (senior,
midlevel, young) during which these doctors share
their experiences and also answer questions from the
students.

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Self-directed learning
• Self-directed learning where students write a report
from reflections based on sessions 1 & 2 and on other
reading materials, TV series, movies etc. that they
have chosen from the lay press about doctors’
experiences.

33. RBC WORKSHOP ON MEDICAL EDUCATION TECHNOLOGIES
Visiting a hospital/PHC/RHC
• Introductory visit to the hospital / community medical
centres

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Closure & Reflection
• A closure session with students to share their
reflections based on 1, 2, 3 and 4 that includes their
plans for the next 5 years in order to fulfill their
professional and personal roles as doctors.

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Induction & Welcome
• A coat ceremony in the Foundation Course may be
considered. A white coat ceremony is held in many
institutions, as a symbolic transition of the medical
student prior to their first day of exposure to clinical
teaching, in order to emphasize the importance of
their new role as budding doctors.

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The Doctor – Patient Relationship Phase 1

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Learning Experience
• Hours: 7 hours (5 hours + 2 hours of self-directed
learning)
i. Large group session- 1 hour
ii. Self-directed learning - 2 hours
iii. Interactive discussions – 2 hours
iv. Discussion and closure – 2 hours

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Learning Experience
1. Anchoring a large group session emphasising the
fundamentals of the doctor- patient relationship (1
hour).
2. Self-directed/Guided learning by students on the
doctor-patient relationship that includes learning
from resources, lay press, media and movies (2
hours).

39. RBC WORKSHOP ON MEDICAL EDUCATION TECHNOLOGIES
Learning Experience
1. An interactive discussion in a small group, based on
session 1, with illustrative cases. Examples of cases
that can be used are provided in the resources
section (2 hours) (or) a patient-doctor encounter
observation with checklist may be used.
2. A closure session with reflection by the students,
based on items 1, 2 and 3.

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The Foundations of Bioethics: Phase 2

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Transforming ATCOM to AETCOM
• A: Attitude
• ET: Ethics
• Com: Communication

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Thank you for your patience…….