Since the vast part of any learning process is connected immensely with communication, socializing appears to be an essential part of creating a better learning environment. As Moczko, Bugaj, Herzog, and Nikendei observe, final-year medical students “reported dysfunctional team communication, including personal devaluation by team members, especially from more senior members” (2016, p. 24). Such problems also transit to the internship, which is a definite example of how the applying of the social skills helps to integrate into the workplace successfully. If an intern receives a negative experience from the internship, he might not only be dissuaded from joining the particular organization, but he also might be repelled from the profession as a whole. Therefore, it is a matter of critical importance for the internship’s participants to develop communication skills.
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First of all, it is essential for interns to ask questions without hesitating or an uncomfortable feel because the development of such skill gives interns a greater control over their learning of the working process. It could hardly be denied that asking for guidance from the people who are more experienced than you is beneficial. However, such option is not always available during the internship. Therefore, interns should communicate among themselves since it also helps to create a better learning environment. Another critical point is the feedback. It is an essential part of any learning process, including the internship, and thus interns have to provide their mentors with the input in order to “prevent unbalanced high effort/low reward conditions, gratification crises, and the potentiation of psychic burdens and impairment” since the monitoring of the progress is crucial for the professional improvement (Moczko et al., 2016, p. 26). In overall effect, it would help to create a better environment for the education and work.
Motivation for Health Improvement
It could hardly be doubted that the patterns of healthy behaviour, developed by an individual, could prevent from many diseases and enhance physical and psychic state. Despite the fact that the majority of the population is aware of the efficiency of such behaviour to a degree, the lack of motivation appears to be one of the principal obstacles. It is essential to motivate the clients so that they could develop the healthy behavioural patterns. As Adler and Stead observe, “although social and behavioral factors influence health and mortality, such determinants are often ignored in clinical practice”, and further they add that, excluding smoking and alcohol use, there are many factors that “may be viewed as outside the scope of medical practice” (2015, p. 698). Therefore, it is important to acquire this additional information about patient’s behavioural patterns to understand what improvement policies could be proposed; thus the patients would be motivated to a greater degree. One of the better motivational policies is the demonstrative monitoring of a client’s health condition because it shows the progress, which is crucial for motivation. Additionally, the wearable devices that can “educate and motivate individuals toward better habits and better health” are also helpful, but primarily as an accessory means (Patel, Asch, & Volpp, 2015, p. 459).
Furthermore, the role of family support in creating the healthy behavioural patterns is immense. It is possible that a person, who could not remain motivated enough by himself, would show more significant results when he is supported by the family. However, family could also be the origin of the aforementioned behavioural problems. In this case, it would be significantly harder for a person to stay motivated and to develop healthy behavioural patterns when his family does not support him.
Adler, N. E., & Stead, W. W. (2015). Patients in context—EHR capture of social and behavioral determinants of health. Obstetrical & Gynecological survey, 70(6), 388-390.
Moczko, T. R., Bugaj, T. J., Herzog, W., & Nikendei, C. (2016). Perceived stress at transition to workplace: a qualitative interview study exploring final-year medical students’ needs. Advances in Medical Education and Practice, 7, 15-27.
Patel, M. S., Asch, D. A., & Volpp, K. G. (2015). Wearable devices as facilitators, not drivers, of health behavior change. JAMA, 313(5), 459-460.
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