Introduction
Well-developed communication skills are expected of professionals working in health sciences in the United States. Therefore, students should be trained to communicate directly with colleagues and patients. Some students, especially those from distinct cultural backgrounds, may experience difficulties communicating face-to-face and maintaining eye contact.
In the case presented, a quiet and shy female learner who recently arrived from China has been attending but not participating in the weekly face-to-face classes. Additionally, she seems reluctant to look anyone in the eye or to interact with the others in the course. To improve their communication skills, a professor should first identify the root cause of a problem and then implement an appropriate teaching strategy.
Determining the Root of the Issue
Initially, it is crucial to determine the reason for such behavior in order to choose the most effective teaching strategy. It may be a lack of interest in the course’s content or cultural features inherent to Chinese culture. To identify the root cause, a professor may observe a student during the course activities and evaluate how much effort the student puts into working on it. It would be easy to spot a lack of interest if a student is inattentive during the lectures, does not complete assignments, and is unwilling to participate in classes.
However, a shy female from the case avoids attending only the weekly face-to-face classes, which indicates a lack of communication skills rather than an interest in the course. Therefore, a professor should provide a more comfortable environment for learning and interpersonal interest in the class. This would help engage the student in discussion and face-to-face communication.
Teaching Strategy in a Case of a Chinese Student
The teaching strategy that can be implemented to address the situation is working on group projects based on real-life scenarios. Lo and Hsieh (2020) list various strategies that can be applied to improve students’ communication skills in class. They mention that group project work tends to be less effective in changing students’ behavioral patterns. However, it does not meet the reluctance on the part of students, as it may happen with other strategies such as role play, role modeling, or real patient communication.
Rationale Behind the Strategy
Group work is essential to introduce the student to collaboration and communication. Reith‑Hall (2022) notes that the strategy creates a safe space where “students will experience a sense of trust and manage performance-related anxiety, fear and embarrassment” (p. 7). Therefore, group projects can be the most effective way to gradually involve a Chinese student in communication and collaboration with peers and teachers.
Group projects must be based on real-life case scenarios, which enhances learning outcomes. These projects may be related to assessment and care planning, which should be done in collaboration with other students. Learners tend to value the tasks they can encounter in their future professional activities more, which keeps them motivated and focused (Reith‑Hall & Montgomery, 2023).
Therefore, students are more willing to communicate effectively as the information they are working on is seen as useful and believable to them (Reith‑Hall, 2022). A Chinese student will be able to contribute to the group project development and work on a real-life scenario that she can apply to her professional activities in the future.
Conclusion
In conclusion, group projects based on real-life group projects will help integrate a Chinese student into communication with peers and teachers. Gradually, she will be able to develop her communication skills. Interpersonal interaction will help her learn behavioral patterns that are more culturally appropriate for the setting. Additionally, she will acquire meaningful knowledge to keep her motivated and focused on group project development and completion.
References
Lo, W. L., & Hsieh, M. C. (2020). Teaching communication skills: Using Gagne’s model as an illustration. Tzu Chi Medical Journal, 32(1), 19-25. Web.
Reith-Hall, E. (2022). The teaching and learning of communication skills for social work students: A realist synthesis protocol. Systematic Reviews, 11, 1-12. Web.
Reith-Hall, E., & Montgomery, P. (2023). Communication skills training for improving the communicative abilities of student social workers. Campbell Systematic Reviews, 19(1), 1-46. Web.