Journal/Magazine Articles
Permanent URI for this collectionhttp://repository.kln.ac.lk/handle/123456789/13
This collection contains original research articles, review articles and case reports published in local and international peer reviewed journals by the staff members of the Faculty of Medicine
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Item Effectiveness of a Calgary-Cambridge model-based communication skills training for paediatric trainees in Sri Lanka: A nationwide pre-post intervention study using observed practices(Elsevier, 2025-01) Dayasiri, K.; Krishnapradeep, S.; Caldera, D.; Wijayasinghe, H.; Mudiyanse, R.OBJECTIVE To evaluate the effectiveness of a Calgary-Cambridge model-based communication skills training program for postgraduate paediatric trainees in Sri Lanka.METHODS A pre-post intervention study was conducted among 133 paediatric trainees across Sri Lanka. The training program focused on relationship-building, information gathering, and information giving. Communication skills were assessed using an OSCE with simulated patients and a 12-item checklist. Paired t-tests were used to analyze score differences.RESULTS Significant improvements were observed across all domains. Relationship-building scores increased from 13.5 to 23, information gathering from 12.6 to 20.2, and information giving from 13.3 to 24.8 (p < 0.01 for all). Relationship-building correlated positively with information gathering (r = 0.626) and giving (r = 0.600, p < 0.01). Trainees with prior communication training scored higher post-intervention (mean difference = 10.5, p = 0.019). No gender differences were observed. CONCLUSION The Calgary-Cambridge model-based training program effectively enhanced communication skills among Sri Lankan paediatric trainees. PRACTICE IMPLICATIONS Incorporating structured communication skills training into postgraduate curricula is essential, particularly in culturally diverse medical settings.Item Effective use of an innovative learning method: a perspective from a Sri Lankan setting(South East Asia Regional Association for Medical Education (SEARAME), 2025-01) Dayasiri, K.; Kiridana, V.; Mudiyanse, R.INTRODUCTION Numerous medical schools have incorporated humanities and narrative medicine into their curricula to cultivate compassion and foster essential interpersonal abilities in medical students. These progressive educational approaches prove effective in cultivating empathy, ethical conduct, and professionalism among future healthcare practitioners. METHODS This qualitative study was conducted at the Faculty of Medicine, University of Kelaniya to study the effectiveness of an innovative learning method in enhancing active learning, critical thinking and personal professional development amongst first-year medical students. Newly graduated medical students, following exposure to a Training of the Trainer (TOT) program, served as facilitators for the training program, and insights from facilitators were gathered through audio-recorded focus group discussions. Following this, a thematic analysis was conducted to explore the interplay and correlations among the identified domains. RESULTS The study revealed that facilitators experienced a sense of empowerment after participating in the facilitator training program. They acknowledged that learning about learning itself was a novel experience, which they hadn't encountered during their time as students. Further, the findings indicated that junior medical graduates can successfully undergo training to facilitate a combination of five innovative active learning methods aimed to boost critical thinking and personal professional development among fresh medical students, resulting in high levels of acceptance and satisfaction among the facilitators. CONCLUSION The results of this study support the idea that training facilitators can improve their skills in delivering programs that promote critical thinking and active learning among first-year medical graduates. Feedback from newly graduated medical professionals acting as facilitators indicated that with enthusiasm and motivation, junior healthcare workers could be successfully trained to facilitate in settings with limited resources.