1. 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

2. 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)

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

4. 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

5. 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

6. 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)

7. 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

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

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

10. 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

11. 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

12. 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

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