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STUDENT PROJECT WORKBOOK
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(GROUP:____________________________________)
(CLASS )
: __________________________

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MEDICAL COMMUNICATION 2020

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 How to use this workbook?

This book will be used to document your activity during the block. You should report all your
student projects on the worksheet given. Each task will refer to a specific worksheet. Several
worksheet could also be your guidance in doctor patient communication and health
campaign video assessment as it provides the checklist of specific skills need to be covered.
The worksheet should be signed by the facilitator. Student should asked for signature after
accomplishing student projects or skills training. This process ensure us that the learning
process will give sufficient learning opportunity to the student.
Your facilitator and your evaluator will give score on certain worksheet. Considering the
number of student projects and suboptimal learning situation, try to keep with the time limit.
The score given will be used as formative assessment and also summative assessment.
This workbook and all attached materials subjected to student projects should be collected
by the head of the group to the Coordinator of Medical Communication by the end of this
block.

Student Project Workbook – Medical Communication; 2nd semester – 2020 Page 2/16
 STUDENT PROJECTS ASSIGNMENT

All student projects, except health video campaign, should be worked on your student
workbook and sent to your facilitator and evaluator according to the schedule in time
table.
The scored student workbook and health campaign video of each group should be
sent to the block coordinator by the end of this block.

STUDENT PROJECT 1

Students have been given material about basic concepts of history taking and review of the
systems. The task for student project is to make brief summary using the frame work in
history taking and review of the systems. The summary should contain important related
informations that need to be elicited from a patient with certain complaint/disease. Each
group should make all summaries of symptoms/diseases listed below. These summaries will
be helpfull during role playing in Basic Clinical Skill, not as your interview guideline but as
internal thinking process to reveal the health problem of your patient. The summary should
also describe in brief related knowledge needed for explanation and planning with the
patient. All summaries should be written on your workbook and will be evaluated by
facilitator and evaluator. The Result of Student Project will also be evaluated by the lecture
in the student project presentation as appointed in the schedule.

Example:
Dengue Fever
What/Main complaint: fever
When/Onset: more than 5 days if not treated
How/Chronologic: body temperature suddenly rising up………..
Etc....
List of symptoms/diseases:
1. Dengue Hemorraghic Fever
2. Hypertension
3. Lung Tuberculosis
4. Anemia
5. Chest pain
6. HIV/AIDS
7. Diabetes
8. Depression
9. Vaginal discharge

You may look for the information through the internet from a valid resources. You could refer
to reliable sites to obtain information regarding the symptoms/diseases above.
Due date: refer to time table

Student Project Workbook – Medical Communication; 2nd semester – 2020 Page 3/16
 STUDENT PROJECT 2

Students have already been taught about patient oriented model of medical interview which
consists of five basic steps in Basic Clinical Skills. Individual skills for each step, initiating the
session, gathering information, building relationship, explain to the patient, and closing the
session, should be explicitly expressed in the the scenario.

Instructions:
1) In group you should make a scenario about an ideal medical interview between
doctor and patient. The scenario should comprise all processess from initiating the
session until closing the session. Your group may freely decide which case or
symptom will be chosen, but it is preferable to use Bahasa Indonesia in the script.
2) The scenario should contain sentences from each individual skills needed.
Example:
a. Greeting: “Selamat pagi, Bu Amat!”
b. Introduce your role : “Saya dokter muda Amin, saya ditugaskan untuk
melakukan wawancara dengan ibu”
3) The nonverbal gesture should also be detailed in the scenario as appropriate.
4) You may decide how many personal characters will be included in the scenario. You
may add the family from the patient, or mother from a child patient or other related
roles.
5) The scenario should be collected to and discussed with your facilitator and evaluator
at the given time.
Due date: refer to time table

STUDENT PROJECT 3

Health Campaign Presentation

This student project is aimed to give the student a real experience on planning and
executing a health campaign model as part of their professional responsibility as a medical
doctor in the future. Each group should plan and conduct a health campaign to the
community. The medicine-related topic and the target community will be discussed further
with the lecture. The health campaign should be recorded and each recording must not
exceed 8 minutes. Each group will send the health campaign video to Block’s coordinator
that will upload it to Medical Communication You Tube Channel. Facilitator and evaluator
then will assess the video. The presentation schedule is provided in the time table.

Due date: refer to time table

STUDENT PROJECT 4

Each group should write letters/notes and CV (Curriculum Vitae) based on the cases
provided. In writing letters/notes and CV, you may look at the samples in the reading
resources but you must use your imagination about information that you think are necessary
to mention, according to your purpose of writing them. Remember that business letter to a
colleague, a company, a hotel etc. are normally brief, clear and using simple words; but
should mention enough important information needed.

Student Project Workbook – Medical Communication; 2nd semester – 2020 Page 4/16
1. Write a referral letter to Dr. Steven Chow, senior Urologist at Mount Elizabeth
Hospital, Singapore to request for further investigation and treatment to a male patient,
aged 64 years, with history of chronic kidney failure due to stones in both kidneys.
Relevant ultrasonography, blood and urine tests have been done in Denpasar and you
want to send the tests results with your referral letter.
2. Write a letter to Dr Amman (Radiologist), Jalan Sudirman no.12, Denpasar. Your
request is for a general abdominal ultrasonography including the kidneys, for a male
patient, aged 55 years, living on Jalan Buton no. 18, Denpasar 80223, with a history of
acute colicky abdominal and flank pain.
3. A male patient, born in 1964, living on Jalan Sumatra 34 Denpasar, sees you for a
medical consultation. Now you have examined him and found him suffering from a
disease with fever, cough and shortness of breath. Due to his illness, you think this
patient needs a rest for three days. Please write a note regarding his being ill and
needing a rest as mentioned above.
4. Suppose you were a graduate medical doctor from Udayana University Faculty of
Medicine five years ago with experience working in two hotel clinics. Now you want to
get a new and better job in the Emergency Department of International Hospital in
Denpasar. To support your application, you need to write your CV. Please write your CV
appropriately by including as much information as you can imagine that you think are
relevant to your purpose.

Due date: refer to the time table

Student Project Workbook – Medical Communication; 2nd semester – 2020 Page 5/16
 Worksheet #1
Student Project 1: Basic concepts of history taking and review of the system

Complaint/disease:
Sacred Seven:
1. Main complaint:

2. Onset:

3. Chronology:

4. Quality:

5. Quantity:

6. Aggravating and relieving factors:

7. Other complaints and Review of The System:

Basic Four
1. Present History: Sacred Seven

2. Past History

3. Family History

4. Social History

Brief Disease/Symptom Summary for Explanation and Planning Session:

You may duplicate this worksheet paper if the box does not accomodate your answer

Date Completed :

Facilitator Sign.:

Worksheet #2
Student Project 2: Skill in Communicating in Medicine
Scenario of Doctor Patient Interview Comprising 5 Steps in Skill In Communicating in Medicine:
1. Initiating The Session

Student Project Workbook – Medical Communication; 2nd semester – 2020 Page 6/16
 2. Gathering Information

3. Building Relationship (blend in every steps)

4. Explanation and Planning

5. Closing The Session

You may write on another paper if the box does not accomodate your answer

Date Completed :

Facilitator Sign.:

Scenario Check List (FACILITATOR)

Topic: Communicating Skill with Patient and Family
Student Project 2: Doctor Patient Interview Scenario
Calgary – Cambridge Observation Guide
(Instruction: the score of your perfomance will be filled by your facilitator. Write down your opinion of your perfomance,
feedback from your group and facilitator in the comment coloumn)

Score Comment
No Skills
0 1 2
1 Initiating the Session
1. GREET patient and obtain patient’s name

Student Project Workbook – Medical Communication; 2nd semester – 2020 Page 7/16
 2. INTRODUCE SELF and clarifies role
3. DEMONSTRATES interest and RESPECT, attend to physical comfort
4. IDENTIFIES AND CONFIRMS PATIENT’S PROBLEM LIST OR ISSUES
5. NEGOTIATES AGENDA taking both patient’s and doctor’s perspective into account
Gathering Information
6. ENCOURAGE PATIENT TO TELL STORY of problems from when first started to the
present in own words (clarifies reason for presenting now)
7. LISTEN ATTENTIVELY, allows patient to complete statement without interruption
and leaves space for patient to think before answering or go on after pausing
8. FACILITATES PATIENT’S RESPONSES VERBALLY AND NON VERBALLY (use
encouragement, silence, repetition, paraphrasing, interpretation)
9. USE concise, EASILY UNDERSTOOD QUESTIONS AND COMMENTS, avoids
jargon
10. CLARIFIES PATIENT’S STATEMENT which are vague or need amplification
11. DETERMINES AND ACKNOWLEDGES PATIENT’S IDEAS
2 12. EXPLORES CONCERNS (including worries, effects on lifestyle) regarding each
problem
13. DETERMINE PATIENT’S EXPECTATIONS regarding each problem
14. ENCOURAGES EXPRESSION OF FEELING AND THOUGHT
15. PICK UP VERBAL AND NONVERBAL CLUES i.e. body language, speech, facial
expression, affect, CHECKS OUT and acknowledges as appropriate
16. SUMMARIZES AT THE END OF A SPECIFIC LINE OF INQUIRY to verify own
interpretation of what patient has said, to ensure no important data were omitted
17. PROGRESSES, USING TRANSLATON STATEMENTS; includes rationale for next
session
18. STRUCTURE interview in LOGICAL SEQUENCE
19. ATTEND TO TIMING and keeping interview on task.
Building relationship
20. DEMONSTRATES APPROPRIATE NON-VERBAL BEHAVIOUR, e.g. eye contact,
posture and position, movement, facial expression, use of voice, if read or write does
with appropriate manner.
3 21. DEVELOPING RAPPORT (accepts legitimacy of patient’s view and feeling, is not
judgmental, uses empathy, acknowledge patient’s view and feeling, provide support by
expressing concerns, understanding, willingness to help, partnership and deals
sensitively)
22. INVOLVING THE PATIENT (shares thinking, explain rationale of question,
examination, procedure, explain process and ask permission during examination)
Explanation and planning
23. PROVIDING THE CORRECT TIME, AMOUNT AND TYPE OF INFORMATION
(give at appropriate time, chunks and checks, assess patient’s starting point, ask other
information needed)
24. AIDING ACCURATE RECALL AND UNDERSTANDING (organize explanation,
uses explicit categorisation or sign posting, uses repetition and summarizing, uses
concise easily understood language, uses visual methods, checks patient’s
4 understanding)
25. ACHIEVING A SHARED UNDERSTANDING: INCORPORATING THE
PATIENT’S PERSPECTIVE (relate’s explanation to patient’s illness framework,
provide opportunities and encourage patient, elicit patient’s beliefs, reactions and
feelings re informationgiving)
26. PLANNING: SHARED DECISION MAKING (share thinking as appropriate, involves
patient, encourage patient to contributes, negotiate plan, offers choice, checks if accepts
plans or concern has been addressed)
Closing the session
5 27. FORWARD PLANNING (contracts, safety nets)
28. ENSURING APPROPRIATE POINT OF CLOSURE (summarises, final checks)

References:
Kurtz SM, Silverman JD, Draper J (1998) Teaching and Learning Communication
Skills in Medicine. Radcliffe Medical Press (Oxford)

Student Project Workbook – Medical Communication; 2nd semester – 2020 Page 8/16
 Silverman JD, Kurtz SM, Draper J (1998) Skills for Communicating with Patients.
Radcliffe Medical Press (Oxford)

Score = total score x 100

Date Completed :
56 Score :
Comment :

Facilitator Sign. :

Scenario Check List (EVALUATOR)

Topic: Communicating Skill with Patient and Family
Student Project 2: Doctor Patient Interview Scenario
Calgary – Cambridge Observation Guide
(Instruction: the score of your perfomance will be filled by your facilitator. Write down your opinion of your perfomance,
feedback from your group and facilitator in the comment coloumn)

Score Comment
No Skills
0 1 2
1 Initiating the Session

Student Project Workbook – Medical Communication; 2nd semester – 2020 Page 9/16
 1. GREET patient and obtain patient’s name
2. INTRODUCE SELF and clarifies role
3. DEMONSTRATES interest and RESPECT, attend to physical comfort
4. IDENTIFIES AND CONFIRMS PATIENT’S PROBLEM LIST OR ISSUES
5. NEGOTIATES AGENDA taking both patient’s and doctor’s perspective into account
Gathering Information
6. ENCOURAGE PATIENT TO TELL STORY of problems from when first started to the
present in own words (clarifies reason for presenting now)
7. LISTEN ATTENTIVELY, allows patient to complete statement without interruption
and leaves space for patient to think before answering or go on after pausing
8. FACILITATES PATIENT’S RESPONSES VERBALLY AND NON VERBALLY (use
encouragement, silence, repetition, paraphrasing, interpretation)
9. USE concise, EASILY UNDERSTOOD QUESTIONS AND COMMENTS, avoids
jargon
10. CLARIFIES PATIENT’S STATEMENT which are vague or need amplification
11. DETERMINES AND ACKNOWLEDGES PATIENT’S IDEAS
2 12. EXPLORES CONCERNS (including worries, effects on lifestyle) regarding each
problem
13. DETERMINE PATIENT’S EXPECTATIONS regarding each problem
14. ENCOURAGES EXPRESSION OF FEELING AND THOUGHT
15. PICK UP VERBAL AND NONVERBAL CLUES i.e. body language, speech, facial
expression, affect, CHECKS OUT and acknowledges as appropriate
16. SUMMARIZES AT THE END OF A SPECIFIC LINE OF INQUIRY to verify own
interpretation of what patient has said, to ensure no important data were omitted
17. PROGRESSES, USING TRANSLATON STATEMENTS; includes rationale for next
session
18. STRUCTURE interview in LOGICAL SEQUENCE
19. ATTEND TO TIMING and keeping interview on task.
Building relationship
20. DEMONSTRATES APPROPRIATE NON-VERBAL BEHAVIOUR, e.g. eye contact,
posture and position, movement, facial expression, use of voice, if read or write does
with appropriate manner.
3 21. DEVELOPING RAPPORT (accepts legitimacy of patient’s view and feeling, is not
judgmental, uses empathy, acknowledge patient’s view and feeling, provide support by
expressing concerns, understanding, willingness to help, partnership and deals
sensitively)
22. INVOLVING THE PATIENT (shares thinking, explain rationale of question,
examination, procedure, explain process and ask permission during examination)
Explanation and planning
23. PROVIDING THE CORRECT TIME, AMOUNT AND TYPE OF INFORMATION
(give at appropriate time, chunks and checks, assess patient’s starting point, ask other
information needed)
24. AIDING ACCURATE RECALL AND UNDERSTANDING (organize explanation,
uses explicit categorisation or sign posting, uses repetition and summarizing, uses
concise easily understood language, uses visual methods, checks patient’s
4 understanding)
25. ACHIEVING A SHARED UNDERSTANDING: INCORPORATING THE
PATIENT’S PERSPECTIVE (relate’s explanation to patient’s illness framework,
provide opportunities and encourage patient, elicit patient’s beliefs, reactions and
feelings re informationgiving)
26. PLANNING: SHARED DECISION MAKING (share thinking as appropriate, involves
patient, encourage patient to contributes, negotiate plan, offers choice, checks if accepts
plans or concern has been addressed)
Closing the session
5 27. FORWARD PLANNING (contracts, safety nets)
28. ENSURING APPROPRIATE POINT OF CLOSURE (summarises, final checks)

References:
Kurtz SM, Silverman JD, Draper J (1998) Teaching and Learning Communication
Skills in Medicine. Radcliffe Medical Press (Oxford)
Silverman JD, Kurtz SM, Draper J (1998) Skills for Communicating with Patients.

Student Project Workbook – Medical Communication; 2nd semester – 2020 Page 10/16
Radcliffe Medical Press (Oxford)

Score = total score x 100

Date Completed :
56 Score :
Comment :

Evaluator Sign. :

Health Campaign (FACILITATOR)

Student Project 3: Communication in Health Promotion and Education

CHECK LIST
Video link :……………………………..
Topic :……………………………..
Need Comments
Good Fair
Item work (include spesific
(2) (1)
(0) problems)

Student Project Workbook – Medical Communication; 2nd semester – 2020 Page 11/16
CONTENT
The message will get and maintain the
attention of the audience
The strongest points are given in the
beginning of the message
The message is clear (it should be easy for
the audience to point out the actions you are
asking for (now what), the incentives or
reasons for taking those action (so what) as
well as the evidence for the incentives and
any background information or definition
(what))
The action you are asking the audience to
take is reasonably easy
The message uses incentives effectively
Good evidence for threats and benefits is
provided
The messenger is seen as a credible source of
information
Messages are believable
The message uses an appropriate tone for the
audience (for example funny, cheery, serious,
dramatic)
The message uses an appeal that is
appropriate for the audience (i.e., rational or
emotional). If fear appeals are used, the
audience is provided with an easy solution
The message will not harm or be offensive to
people who sees it. This includes avoiding
“victim blaming”
Identity is displayed throughout
VIDEO QUALITY
Sound
Visual
Attractive audiovisual
Refference: Ontario Public Health.Ca

Score = total score x

100 Date Completed :
Score :

Facilitator Sign.:

Health Campaign (EVALUATOR)

Student Project 3: Communication in Health Promotion and Education

CHECK LIST
Video link :……………………………..
Topic :……………………………..
Item Good Fair Need Comments
(2) (1) work (include

Student Project Workbook – Medical Communication; 2nd semester – 2020 Page 12/16
 spesific
(0)
problems)
CONTENT
The message will get and maintain the
attention of the audience
The strongest points are given in the beginning
of the message
The message is clear (it should be easy for the
audience to point out the actions you are
asking for (now what), the incentives or
reasons for taking those action (so what) as
well as the evidence for the incentives and any
background information or definition (what))
The action you are asking the audience to take
is reasonably easy
The message uses incentives effectively
Good evidence for threats and benefits is
provided
The messenger is seen as a credible source of
information
Messages are believable
The message uses an appropriate tone for the
audience (for example funny, cheery, serious,
dramatic)
The message uses an appeal that is appropriate
for the audience (i.e., rational or emotional). If
fear appeals are used, the audience is provided
with an easy solution
The message will not harm or be offensive to
people who sees it. This includes avoiding
“victim blaming”
Identity is displayed throughout
VIDEO QUALITY
Sound
Visual
Attractive audiovisual

Refference: Ontario Public Health.Ca

Score = total score x Date Completed :

100 Score :

Evaluator Sign.:

Worksheet #3
Student Project 4: Writing Medical Letters, CV, and Notes

Student Project Workbook – Medical Communication; 2nd semester – 2020 Page 13/16
 You may duplicate this worksheet paper if the box does not accomodate your answer

Date Completed :

Facilitator Sign.:

Medical Letters (FACILITATOR)

Student Project 4: Writing Medical Letters, CV, and Notes

CHECK LIST

Comments
Need
Good Fair (include
Item work
(2) (1) spesific
(0)
problems)
Completeness of task

Letter format

Content

Grammar

Words choice

Student Project Workbook – Medical Communication; 2nd semester – 2020 Page 14/16
 Score = total score x Date Completed :
100 Score :

Facilitator Sign.:

Medical Letters (EVALUATOR)

Student Project 4: Writing Medical Letters, CV, and Notes

CHECK LIST

Comments
Need
Good Fair (include
Item work
(2) (1) spesific
(0)
problems)
Completeness of task

Letter format

Content

Grammar

Student Project Workbook – Medical Communication; 2nd semester – 2020 Page 15/16
Words choice

Score = total score x Date Completed :

100 Score :

Evaluator Sign.:

Student Project Workbook – Medical Communication; 2nd semester – 2020 Page 16/16