Embracing technology as a teaching tool: The use of videos to teach communication skills, a second language and cultural sensitivity Paula Diab, Margy Matthews & Roshni Gokool College of Health Sciences, UKZN Cape Town, June 2014

Introduction CanMEDS & new HPCSA competencies UKZN communication training Vertically integrated course needed Theoretical elements Competencies – role of communicator(develop rapport and trust between patients and health care providers from different cultural backgrounds, with a particular mention of respect for “diversity and difference, including... the impact of ethnicity, gender, religion, education and culture”) C-C (content & process – what & how, pt centred method, ?Eurocentric) KZN – 78% zulu speaking Masters thesis by Matthews showed vocab & grammar insuff for comm Zulu course – vertically integrated, BICS, terminologies, vocab 2 elements of this research include neurocog theory (AGES) & use of videos (audio & visual, various platforms meets AGES criteria)

Objectives Explore students’ views on using video clips Explore how videos improved learning of communication second language cultural awareness

Methodology Need identified to teach English & isiZulu communication skills simultaneously Scripts developed in isiZulu Grammar & language checked Scenarios = real life representations, not factual Aspects of consult focused on using Calgary-Cambridge framework

The study Patients = trained simulated patients Doctors = 2nd language speakers Videos filmed by videographer Final year medics in FamMed Ethical permission & gatekeepers Audio-recordings – transcribed, thematically analysed Video = abdo pain, menstrual problems, cultural infertility

Results Overwhelmingly positive to use of video – mention of AGES “I think the videos are actually quite good because I do not remember half the scenarios they gave us at school because they were written. You know, we are not paying attention, we dozed off, but I mean if you have seen it and remember it, I do not know, maybe it will be better.” (FGD2) “And then if they make it available thereafter that is often a good reinforcement because it is one thing watching the video and then just going home, and then another thing watching it and then having to go over it and even watch it again when you have practiced because then you actually realise how much you had forgotten though we can then pick up.” (FGD2) “It will possibly also find ways of how to make Zulu itself interesting as a language.” (FGD2)

Results Communication skills Building Dr-pt relationship Process & non-verbal skills Language skills Need to communicate in isiZulu Importance of spoken language “We will not be writing notes in Zulu in as much as we will be taking a history in Zulu. So it is the speaking part that is most important.” (FGD1) Vocab & keywords, phrases in context Hearing words & written words on scripts 1st language speakers benefit – understanding within medical context Cultural awareness

Technological aspects Clear, slow Videos accessible at home, any time Subtitles? / translation

Discussion Videos & AGES learning Process & content skills Listen to spoken language Cultural understanding & life-world

Implementation phase Pilot study limitation – 1 video Now 20 videos developed – introduced in 2nd year in 2014 Will be formally evaluated in 2014/2015 Initial response favourable

Recommendations Presented to other role-players end 2013 Already interest from rest of CHS Translated into other African languages Maximise coverage with DVDs to each student

Conclusions Value of teaching isiZulu not disputed Videos accessible, available, accurate Minimal resources needed Integrate the teaching of communication, language & cultural awareness with clinical teaching Relevant to 21st century learners

Acknowledgements UTLO grant ULB support Dept of African Languages Actors & professionals involved Dean of T&L UKZN CHS