Medicine
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This repository contains the published and unpublished research of the Faculty of Medicine by the staff members of the faculty
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Item Strategies for implementing augmentative and alternative communication in classroom settings in low- and middle-income countries(Routledge, Taylor and Francis Group, 2023) Muttiah, N.; Drager, K.D.R.; Samarasingha, I.S.Individuals with severe communication disabilities benefit from using augmentative and alternative communication (AAC) to communicate. Many of these individuals live in low- and middle-income countries (LMICs). Appropriate implementation of augmentative and alternative communication (AAC) systems and methods within an LMIC requires two main components: linguistically and culturally appropriate AAC systems and communication partners with the relevant training to support individuals with communication disabilities. In low-resource countries, one option is to use less costly, low-tech (non-electronic) AAC systems, for example low-tech visual scene displays (VSDs). This low-tech AAC tool has been successfully implemented by paraprofessionals with children who have complex communication needs. Another example is the use of adapted books to facilitate social communication with children who have complex communication needs. Finally, it is not enough to provide children with communication disabilities with AAC tools. Communication partners interacting with these children, such as teachers, need to be trained so they can better facilitate children's communication in both inclusive and special classrooms. This is critically important in LMICs where there is frequently a shortage of speech-language pathologists and other specialists. This chapter will discuss both AAC tools and partner communication training that can be implemented in contexts that may have limited resources.Item Teaching and learning of communication skills through video consultations(Sri Lanka Medical Association, 1998) de Silva, N.; Mendis, K.; Nowfel, M.J.OBJECTIVE : To help students leam communication skills in a family practice setting through viewing of live video consultations critique of communication skills during a videotape replay of consultations METHOD : The University Family Medicine Clinic at the Faculty of Medicine, University Kelaniya provides the setting for learning of communication skills by third year medical students. During the two week Family Medicine attachment to this clinic, teaching and learning takes place through small group work and video consu Itations. The consultation between the family physician teacher and the patient from whom prior consent has been obtained is viewed live by 14 - 15 students in an adjacent seminar room. After observing a few such consultation's, the students in turn, practice communication skills by talking to patients while the consultation is video taped. The students whose consultation has been recorded on video has it replayed in the presence of the teacher and peers. A self-critique and constructive feedback by the group helps the student to learn from the strengths and weaknesses of his skills in communication. Learning through role pay by the students acting as the patient and doctor is dealt with a similar manner. RESULTS : At the end of appointment evaluation, the students rated this as the most preferred learning and teaching method(78%). Consent was refused by only two patients. CONCLUSION : This modern teaching and learning method which promotes active learning in a non threatening and supportive environment is interesting and suitable to use in the Sri Lankan context.Item Feasibility of introducing General English as an university entry requirement for Medicine: results of a national survey(National Centre for Advanced Studies in Humanities and Social Sciences, 2012) de Silva, N.R.; Priyabhashini, G.D.C.; Godage, P.K.; Premakumara, P.; Pathmeswaran, A.The feasibility of introducing General English as an entry requirement for study of Medicine in Sri Lanka was examined through the assessment of General English results at the 2009 and 2010 G.C.E. Advanced Level examinations and through a questionnaire survey administered to principals and General English teachers in 411 type 1AB schools during the period May – June 2011. A significant proportion of students selected for Medicine in the period of study had not passed General English. Student performance was linked to teacher availability, which showed significant regional disparities. Nationally, about one-third of schools did not have enough General English teachers as evaluated by the Principal of the school.