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This repository contains the published and unpublished research of the Faculty of Medicine by the staff members of the faculty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 Colour Me…Orange? incorporating aspects of the colourful semantics approach into a TESOL programme at preschool(The Chinese University of Hong Kong, 2018) Hettiarachchi, S.; Ranaweera, M.; Walisundara, D.C.Among the challenges faced by Sri Lankan children learning English as an additional or second language is the accuracy of word order and vocabulary knowledge. The Colorful Semantics approach has been used successfully in the UK and in Australia with children experiencing language-learning difficulties, with many programmes devised by Speech and Language Therapists. It uses thematic roles and a colour-coding system to support the development of syntax through a semantic route. The aim of this study was to evaluate the efficacy of using aspects of Colourful Semantics to develop expressive language skills (accurate responses to target wh questions, sentence length and syntactic complexity) in young learners of English. Twenty-one preschool children in TESL classrooms were included in the study. Key aspects of Colourful Semantics were introduced as a whole-class approach using children’s storybooks, colour-coding and signing with lessons offered thrice a week for a month together with supplementary activities. Pre- and post-intervention measures were undertaken on two expressive language measures of sentence-length and syntax. In this paper we will discuss the programme offered, the pre- and post intervention assessment results, and the benefits of incorporating aspects of the Colourful Semantics approach into the English language teaching classroom.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 Role models and teachers: medical students perception of teaching-learning methods in clinical settings, a qualitative study from Sri Lanka(Biomed Central, 2016) Jayasuriya-Illesinghe, V.; Nazeer, I.; Athauda, L.; Perera, J.BACKGROUND: Medical education research in general, and those focusing on clinical settings in particular, have been a low priority in South Asia. This explorative study from 3 medical schools in Sri Lanka, a South Asian country, describes undergraduate medical students’ experiences during their final year clinical training with the aim of understanding the teaching-learning experiences. METHODS: Using qualitative methods we conducted an exploratory study. Twenty eight graduates from 3 medical schools participated in individual interviews. Interview recordings were transcribed verbatim and analyzed using qualitative content analysis method. RESULTS: Emergent themes revealed 2 types of teaching-learning experiences, role modeling, and purposive teaching. In role modelling, students were expected to observe teachers while they conduct their clinical work, however, this method failed to create positive learning experiences. The clinical teachers who predominantly used this method appeared to be ‘figurative’ role models and were not perceived as modelling professional behaviors. In contrast, purposeful teaching allowed dedicated time for teacher-student interactions and teachers who created these learning experiences were more likely to be seen as ‘true’ role models. Students’ responses and reciprocations to these interactions were influenced by their perception of teachers’ behaviors, attitudes, and the type of teaching-learning situations created for them. CONCLUSIONS: Making a distinction between role modeling and purposeful teaching is important for students in clinical training settings. Clinical teachers’ awareness of their own manifest professional characterizes, attitudes, and behaviors, could help create better teaching-learning experiences. Moreover, broader systemic reforms are needed to address the prevailing culture of teaching by humiliation and subordination.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.