Program Content

Background on the Fundamental Workshop
ACH delivers an evidence-based fundamental workshop that has been proven to enhance communication skills among clinicians and across healthcare teams. Relationship-centered communication skills lead to better outcomes for patients, clinicians, teams and health care institutions. The fundamental workshop centers around brief didactic presentations blended with live demonstrations, skills practice activities, guided feedback and coaching. Participants in the fundamental workshop learn relationship-centered communication skills, which connect to core domains impacting patient experience measures of listening carefully, treating with courtesy and respect, and explaining things in a way that patients can understand.

RCF Program Content
The ultimate goal of the RCF program is to prepare RCF participants to facilitate ACH's fundamental workshop.  RCF participants will start their training by first participating as learners in the fundamental workshop (this occurs on the first day of RCF at Winter Course).  This gives RCF participants the opportunity to both learn the fundamental skills and observe how the course is taught and facilitated.  After participating in the fundamental workshop, RCF participants then enter an intensive training phase which includes ongoing practice of one's own fundamental communication skills as well as facilitation skills training focused on setting up, running, and debriefing role plays.  Other facilitation domains are also included in the training and can be found delineated below.  (see existing table)

Program Content
Describe the theory behind the workshop design:
  • Adult learning theory
  • Social learning theory
  • Cognitive load theory
  • Adjusting your style to the learner and their stage of development
               
Describe the key features of giving effective feedback: The ART of effective feedback                  
  • Ask for self-assessment
  • Respond with empathy / summarize
  • Tell your feedback
     
Design learning plans:
  • Elicit participants’ individual learning objectives
  • Design plan for accomplishing objectives
Practice detecting and intervening in challenging small group participation:
  • How people interact in small groups
  • Name potential challenges
  • An approach to challenging participation
  • Practice sessions
     
Practice large and small group facilitation and didactic presentations:

Platform skill competencies include:                  
  • Working with slides and with audience to gather content
  • Positioning self
  • Managing the large group
  • Mastering the content and literature
     
 Set up and facilitate skills practice (role play):
  • Elicit from the group previous experiences with role play, generating a list of benefits and challenges to this type of practice
  • Effectively describe the process for skills practice to ensure participants' comfort and safety
  • Seek a volunteers and a case, obtaining appropriate level of detail
  • Elicit the learner's learning goal related to the case
  • Run the skills practice, including effective use of time out
  • Effectively debrief the skills practice in correct order of learner-->patient-->other group members-->facilitator, starting with reinforcing feedback followed by limited corrective feedback
  • Elicit the learner's take home point

 

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