{"id":14688,"date":"2025-08-13T14:24:22","date_gmt":"2025-08-13T12:24:22","guid":{"rendered":"https:\/\/semmelweis.hu\/szaknyelv\/?page_id=14688"},"modified":"2026-08-17T18:00:11","modified_gmt":"2026-08-17T16:00:11","slug":"simulation-based-communication-training-columbia-university","status":"publish","type":"page","link":"https:\/\/semmelweis.hu\/szaknyelv\/en\/education\/simulation-based-courses\/simulation-based-communication-training-columbia-university\/","title":{"rendered":"Simulation-Based Communication Training \u2013 Columbia University"},"content":{"rendered":"

Preliminary registration for our simulation-based courses:<\/span><\/b>\u00a0<\/span><\/p>\n

Please be informed that seats are limited, so the sooner you sign up, the more secure your seat will be. Furthermore, the registration of higher-year students is prioritized.<\/span>\u00a0<\/span><\/p>\n

Simulation-based medical communication training in cooperation with Columbia University<\/span><\/b> 1-2.<\/strong>
\ntogether with the Department of Anesthesiology and Intensive Therapy<\/span><\/i>\u00a0<\/span><\/p>\n

\n

AOSNYE1254_1A<\/h2>\n
\n\n
    \n
  • Recommended for 3-5<\/span>th<\/span> year students in the Hungarian\/English\/German Medicine and for 3-4<\/span>th<\/span> year students in the Hungarian\/English Nursing programmes.<\/span>\u00a0<\/span><\/li>\n<\/ul>\n
      \n
    • 2 credits, 90 minutes\/week<\/span>\u00a0<\/span><\/li>\n<\/ul>\n
        \n
      • Schedule and location: weeks 1-14
        \n<\/span>\u2013 group 1: Monday 18:15-19:45, 1st lesson: 7 September, 2026
        \n\u2013\u00a0 group 2: Wednesday 16:30-18:00, 1st lesson: 9 September, 2026
        \n\u2013\u00a0 City Corner Building, Room 320 (3rd floor, \u00dcll\u0151i \u00fat 25.)\u00a0<\/li>\n<\/ul>\n

        The aim of the course is to provide linguistic tools for medical and nursing students to prepare them for interactions with patients, relatives and other healthcare professionals through simulation. After the first, introductory class, students will engage in simulated scenarios each week. Following the standards of Columbia University, instructors from both Semmelweis University and Columbia University will guide students through pre-written scenarios with the help of Columbia-trained simulated patients.\u00a0 With special focus on compassionate communication, the course will cover the linguistic tools necessary for taking patient medical history, delivering bad news, explaining a change in lifestyle and handling emergency situations. Giving feedback and constructive criticism will also be practised during a debriefing session after each simulation. Verbal performances \u2013 both during scenarios and feedback-sessions \u2013, and written performances in the form of journals and reflections will serve as the basis for evaluation and linguistic research:\u00a0 the acquisition and use of linguistic tools to communicate difficult medical issues efficiently by non-native speakers of English might offer an insight into how important language is in healthcare, as well as into how foreign-language teaching of medical professionals could be improved in Hungary.<\/span>\u00a0<\/span><\/p>\n

        Medical and nursing students will be able to select the appropriate linguistic tools to show empathy and compassion towards patients in emotionally charged and delicate medical situations. Students will gain experience in addressing the same medical issue to different personalities, and will be able to verbally handle unexpected reactions of patients. By the end of the course, students will be able to use a number of cohesive devices, give verbal reassurance to and calm patients, explain medical information to patients, adapt to patients\u2019 needs and mood, and describe peer feedback process.<\/span>\u00a0<\/span><\/p>\n

        Broad objectives:<\/span>\u00a0<\/span><\/p>\n

          \n
        • addressing the verbal component of giving bad news<\/span>\u00a0<\/span><\/li>\n<\/ul>\n
            \n
          • strengthening a patient-centered approach<\/span>\u00a0<\/span><\/li>\n<\/ul>\n
              \n
            • helping to manage uncertainty<\/span>\u00a0<\/span><\/li>\n<\/ul>\n
                \n
              • enhancing the use of linguistic components of doctor-patient communication<\/span>\u00a0<\/span><\/li>\n<\/ul>\n
                  \n
                • gaining confidence during scripted, simulated scenarios<\/span>\u00a0<\/span><\/li>\n<\/ul>\n

                  Syllabus:<\/span><\/i><\/b>\u00a0<\/span><\/p>\n

                  Week 1 \u201cFeedback\u201d – Guest lecture by Anthony Young (CU) on feedback; Language focus: positive language, feedback forms<\/span>\u00a0<\/span><\/p>\n

                  Week 2 \u201cCompassionate communication\u201d – Guest lecture by Natalya Pasklinsky (CU) on compassionate communication, language use, establishing trust; Language focus: summarizing, time adverbs, sequencing<\/span>\u00a0<\/span><\/p>\n

                  Week 3 \u201cTaking medical history\u201d – Language focus: paraphrase information and questions<\/span>\u00a0<\/span><\/p>\n

                  Week 4 \u201cFinding out more\u201d – Language focus: tenses (past and present forms)<\/span>\u00a0<\/span><\/p>\n

                  Week 5 \u201cShared decision-making\u201d – Language focus: eliciting, assertive communication, embedded and direct forms<\/span>\u00a0<\/span><\/p>\n

                  Week 6 \u201cArranging information\u201d – Language focus: organization, structure of speech, transition signals, ordering points, linking adverbs; Guest lecture on breaking bad news<\/span>\u00a0<\/span><\/p>\n

                  Week 7 \u201cPatient understanding\u201d – Language focus: repetition (keywords), paraphrasing to avoid being monotonous (synonyms)<\/span>\u00a0<\/span><\/p>\n

                  Week 8 \u201cExplanation\u201d – Language focus: synonyms, metaphors, idioms, analogies<\/span>\u00a0<\/span><\/p>\n

                  Week 9 \u201cClarification\u201d – Language focus: speech rhythm, syntax<\/span>\u00a0<\/span><\/p>\n

                  Week 10 \u201cUncertainty\u201d – Language focus: apologizing, embedded structures, that-clauses, ellipsis<\/span>\u00a0<\/span><\/p>\n

                  Week 11 \u201cReferral\u201d – Language focus: argumentation, use of adverbs, adapting to a setting in which multiple speakers are involved<\/span>\u00a0<\/span><\/p>\n

                  Week 12 \u201cCalming down\u201d – Language focus: types of sentences (declarative-imperative-exclamatory)<\/span>\u00a0<\/span><\/p>\n

                  Week 13 \u201cShared decision-making\u201d – Language focus: intonation, pronunciation<\/span>\u00a0<\/span><\/p>\n

                  Week 14 \u201cDebrief\u201d – Summary of the course; Evaluation; Student feedback<\/span>\u00a0<\/span><\/p>\n

                  Methods:<\/b>\u00a0
                  \n<\/span>Communicative language teaching (CLT) approach<\/span>\u00a0
                  \n<\/span>Neuro-linguisitic programming (NLP)<\/span>\u00a0
                  \n<\/span>Simulation*<\/span>\u00a0
                  \n<\/span>NCSBN simulation guidelines (National Council of State Boards of Nursing)<\/span>\u00a0
                  \n<\/span>Standardized Patient Scenario (Columbia University School of Nursing)<\/span>\u00a0
                  \n<\/span>INACSL standards (International Nursing Association for Clinical Simulation and Learning)<\/span>\u00a0
                  \n<\/span>SPIKES protocol for bad news delivery nurse<\/span>\u00a0
                  \n<\/span>Calgary-Cambridge Guide<\/span>\u00a0
                  \n<\/span>PEARLS Debriefing Script (Columbia University)<\/span>\u00a0
                  \n<\/span>Plus\/Delta method<\/span>\u00a0
                  \n<\/span>EPSCALE rating scale<\/span>\u00a0
                  \n<\/span>CAT<\/span>\u00a0<\/span><\/p>\n

                  *Scenarios will be chosen from a \u201cSimulation Pool\u201d. All scenarios are designed in collaboration with Columbia University, according to Columbia University standards, using Columbia University templates.<\/span>\u00a0<\/span><\/p>\n

                  Requirements:<\/b>\u00a0
                  \n– <\/span>75% attendance<\/span>\u00a0
                  \n<\/span>– 2 simulations – as scheduled<\/span>\u00a0
                  \n– <\/span>weekly journals – 100-150 words summarizing experiences and knowledge gained during class.<\/span>\u00a0
                  \n– <\/span>1 written reflection after the student’s second simulation<\/span>\u00a0<\/span><\/p>\n

                  Instructors:<\/b>\u00a0
                  \n<\/span>Dr. Rausch-Moln\u00e1r Luca<\/span>\u00a0
                  \n<\/span>Dr. Frit\u00faz G\u00e1bor<\/span>\u00a0
                  \n<\/span>Natalya Pasklinsky<\/span>\u00a0
                  \n<\/span>Anthony Young<\/span>\u00a0<\/span><\/p>\n\n<\/div>

                  AOSNYE1254_2A<\/h2>\n
                  \n\n
                    \n
                  • Recommended for 3-5<\/span>th<\/span> year students in the Hungarian\/English\/German Medicine and for 3-4<\/span>th<\/span> year students in the Hungarian\/English Nursing programmes.<\/span>\u00a0<\/span><\/li>\n<\/ul>\n
                      \n
                    • 2 credits, 90 minutes\/week<\/span>\u00a0<\/span><\/li>\n<\/ul>\n
                        \n
                      • Schedule and location: weeks 1-14<\/span>
                        \n\u2013\u00a0 Wednesday 18:15-19:45, 1st lesson: 9 September, 2026
                        \n\u2013\u00a0 City Corner Building, Room 320 (3rd floor, \u00dcll\u0151i \u00fat 25.)\u00a0<\/li>\n<\/ul>\n

                        This course equips international students with the English language proficiency needed to master the communication component of the OSCE exam through simulations. Students will practice all essential English language skills required for effective doctor-patient communication across all
                        \nrelevant OSCE scenarios. The course is held in cooperation between a language instructor and a communication expert, allowing for both linguistic and communicative supervision.<\/p>\n

                        By the end of the course, participants will be proficient in conducting conversations using the NURSE, SPIKES, SBAR, CALM, and Calgary-Cambridge frameworks. Scenarios will cover intercultural, social, psychiatric, palliative, and critical care contexts, enhancing linguistic strategies for rapport building, compliance, and shared decision-making.<\/p>\n

                        Syllabus<\/strong>
                        \n1. English-language skills related to establishing rapport and funnel-style history-taking (e.g. using understandable medical language, paraphrasing patients\u2019 words to demonstrate understanding, and appropriate use of modal verbs to sound polite and non-judgmental).
                        \n2. Linguistic strategies for formulating anamnestic questions to gather diagnostically relevant information with empathy. (e.g. the use of connectors to express the logic of the discourse, correct and context-appropriate tense and mode use, and phrases for back-channelling)
                        \n3. English language means of explaining diagnostic procedures and examinations. (e.g., lexical simplification, use of passive voice for objectivity, phrases for sequencing and signposting, causeeffect and purpose linking)
                        \n4. Linguistic strategies of empathetic diagnostic disclosure. (e.g., use of modality to express uncertainty or possibility, language for emotional alignment, and sentence starters for sequencing information)
                        \n5. English-language strategies to support patient compliance. (e.g., simplified, action-oriented instructions, reformulation with the teach-back technique, use of modals and softeners for recommendations, linking advice to patient values using causal connectors, chunking complex
                        \ninformation
                        \n6. English-language skills for delivering bad news. (e.g., pre-warning\/announcement language phrases, hedging)
                        \n7. English skills for persuading patients to make lifestyle changes. (e.g., the use of indirect suggestions and modals, conditional phrasing, use of intensifiers, and cause-and-effect language)
                        \n8. Simulation-based practice.
                        \n9. Simulation-based practice.
                        \n10. Simulation-based practice.
                        \n11. Simulation-based practice.
                        \n12. Simulation-based practice.
                        \n13. Oral test: simulation.
                        \n14. Evaluation.<\/p>\n

                        Requirements:<\/strong>
                        \nA maximum 3,5 absences are allowed i.e. 7×45 minutes of absence are allowed ; if the number of absences exceeds this, the student may make up (maximum one occasion) in agreement with the instructor.
                        \nA student who misses more than 25% of the seminars will not be allowed to get a signature (Study and Examination Regulations \u00a729).
                        \nAccording to the Study and Examination Regulations (\u00a7 28), three tardies count as one absence.
                        \nArriving 15 minutes later than the start of the lesson is considered tardiness.<\/p>\n

                        Instructors:<\/strong>
                        \nDr.Luca Rausch-Moln\u00e1r
                        \nDr. Barbara Marshall
                        \nAnita S\u00e9nyi
                        \nDr. T\u00edmea Tak\u00e1cs
                        \nJudit Nagyn\u00e9 G\u00f3r\u00e1sz
                        \nIrina Jurjevna Kov\u00e1cs
                        \nVera Tick
                        \nEdit Varga<\/p>\n<\/div><\/div>\n

                        \u00a0<\/p>\n

                        \u00a0<\/span><\/p>\n

                        \u00a0<\/p>\n","protected":false},"excerpt":{"rendered":"

                        Preliminary registration for our simulation-based courses:\u00a0 Please be informed that seats are limited, so the sooner you sign up, the more secure your seat will be. Furthermore, the registration of higher-year students is prioritized.\u00a0 Simulation-based medical communication training in cooperation with Columbia University 1-2. together with the Department of Anesthesiology and Intensive Therapy\u00a0 Recommended for …<\/p>\n","protected":false},"author":102166,"featured_media":0,"parent":14684,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_acf_changed":false,"footnotes":""},"categories":[],"tags":[],"class_list":["post-14688","page","type-page","status-publish","hentry"],"acf":[],"_links":{"self":[{"href":"https:\/\/semmelweis.hu\/szaknyelv\/wp-json\/wp\/v2\/pages\/14688","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/semmelweis.hu\/szaknyelv\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/semmelweis.hu\/szaknyelv\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/semmelweis.hu\/szaknyelv\/wp-json\/wp\/v2\/users\/102166"}],"replies":[{"embeddable":true,"href":"https:\/\/semmelweis.hu\/szaknyelv\/wp-json\/wp\/v2\/comments?post=14688"}],"version-history":[{"count":9,"href":"https:\/\/semmelweis.hu\/szaknyelv\/wp-json\/wp\/v2\/pages\/14688\/revisions"}],"predecessor-version":[{"id":16375,"href":"https:\/\/semmelweis.hu\/szaknyelv\/wp-json\/wp\/v2\/pages\/14688\/revisions\/16375"}],"up":[{"embeddable":true,"href":"https:\/\/semmelweis.hu\/szaknyelv\/wp-json\/wp\/v2\/pages\/14684"}],"wp:attachment":[{"href":"https:\/\/semmelweis.hu\/szaknyelv\/wp-json\/wp\/v2\/media?parent=14688"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/semmelweis.hu\/szaknyelv\/wp-json\/wp\/v2\/categories?post=14688"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/semmelweis.hu\/szaknyelv\/wp-json\/wp\/v2\/tags?post=14688"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}